Social Studies Teacher Salary in New York, NY

JOB DESCRIPTION Humanities Teacher (Grades 5-8) Start Date: September 1, 2024 5 Days / Week Salary: 61,897 K-110,641 K The Bank Street School for Children is seeking a passionate, knowledgeable, and team-oriented Humanities teacher. Humanities covers Language Arts (reading, literature and writing) and Social Studies. Homeroom Advisory covers social emotional support, executive function support, and close collaboration with a homeroom co-advisor. The ideal candidate will be excited about working with middle school students in a progressive school that values social justice and equity. This role is a union position (Bank Street works with the Professional Employees Union, or "PEF") and the official hours of work are 8 AM - 4 PM Monday through Friday, except for Wednesday, which is 8 AM - 5 PM, with an extended day for faculty meetings after school. In line with the PEF contract, all faculty will have other duties as assigned by their supervisor in support of other activities and student coverage needs, throughout a school day and year. Some of these duties include but are not limited to arrival support, dismissal support, class coverage, lunch duty, and recess duty. QUALIFICATIONS: Candidates should have: 3-5 years teaching experience, strongly preferred in upper elementary and/or middle school grades Bachelor's degree; Master's degree preferred Demonstrated knowledge and expertise with regard to adolescent development, progressive education, and constructivist teaching Ability to work collaboratively, preferably in a co-teacher model, with interest in an interdisciplinary approach to education Experience teaching reading and writing skills, and comfort with hands-on editing of student work Strong organizational skills, including time management Strong grasp of progressive classroom management techniques Middle school experience highly preferred Homeroom advisory experience highly preferred RESPONSIBILITIES: Responsibilities include, but are not limited to: Teaching a Humanities curriculum (social studies and literature/language arts) to middle school students that is responsive to children's developmental capacities and needs Along with the math-science teacher, serving as a homeroom teacher for each student, supporting their social- emotional, cognitive, and physical development Communicating and collaborating regularly with families and others who support learning and growth Facilitating a Community Time curriculum - advisory-style programming on community, digital citizenship, relationships, human growth and development, identity, and effective communication Experience with Google Suite, and adept at use of technology to support teaching and learning Organizing and maintaining a positive classroom community that reflects curricular work Differentiating instruction to support group and individual learning Providing extra help to students as necessary during work periods and before school Sharing progress and concerns with families through conferences and a written report in the fall and spring terms Attending regular faculty, division, department, and supervisory meetings Being committed to addressing issues of social justice, diversity, equity, and anti-bias education in our curriculum and in our community; teachers must be willing learners and participants in supporting this work and engage in their own identity-development individually and with colleagues Other responsibilities as assigned ABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

JOB DESCRIPTION Position: Social Justice Writing Teacher - 9th/10th Grade Summer Institute Liberty LEADS is a NYC-based college access program that has served over 200 underrepresented children between 5th and 12th grade each year since 1989. Liberty LEADS was founded to empower youth by helping them attain higher education, embrace leadership engagement, and create a positive future for themselves and others. Liberty LEADS provides an alternative learning environment in which young people can experience success as learners and increase their ability and motivation to graduate from high school and seek entry into postsecondary education and/or meaningful employment. The program is guided by the principle that all children have gifts, talents, and great potential and can contribute to one another's social and academic growth. The Summer Institute (SI) is a summer program for the current 9th (rising 10th). SI explores the themes of Environmental Science in an urban landscape. The teachers will use a project-based experiential learning model, utilizing the outdoors to facilitate learning. This model uses co-teaching - 2 teachers total with one in each discipline- Science and Writing. The Science teacher will deliver engaging, fun and exciting curricula that will focus on the writing skills necessary for a successful 2024-23 academic year. The SI program will include planning and implementing outdoor programming including hiking, walking and other physical activities to connect the classroom with nature. We are looking for energetic and creative educators who enjoy working with youth during the summer and are available for in person programming. Selected applicants will be responsible for developing and implementing a 19-day, project-based curriculum. For the interview, we ask that applicants present ideas for the purpose and theme of their ideal summer experience. Programming begins July 1st 2024 and meets Mondays through Wednesday the first week of July and Monday through Thursday for the following four weeks culminating with a final presentation on August 1st. All applicants must be available for all 19 days of programming from 9 am to 330 pm. Lunch is provided and spent with the students. Responsibilities Co-create differentiated project-based environmental science and writing curriculum for 9th grade that can be implemented in person or virtually. Co-teach environmental science and writing curriculum for current 9th graders. Include outdoor programming in curriculum planning. Manage classroom using positive behavior management strategies Meet regularly with the Liberty LEADS High School Advisor or Program Coordinator for supervision and debriefing Accompany students up and down stairs, on field trips (that may include but not limited to walks, hikes, parks) Qualifications Must possess a Bachelor or Master degree in education, preferably with a concentration in Science or English/Writing NYS Teacher Certification or professional proficiency in content area preferred Experience teaching high school youth using project-based learning Co-teaching experience Knowledge and understanding of the NYCDOE academic standards (Common Core/New Generation Standards) Experience teaching classes using Zoom platform preferred Requirements Reliable WIFI and computer access Attend mandatory curriculum planning session with co teachers and advisors (dates tbd) Attend mandatory June 2024 Orientation Physical Requirements Walking up and down stairs up to and including the nine flights to the gym Supervising and participating in outdoor activities such as walking up to 20 city blocks, hiking or other activities as named. Please forward cover letter and resume to: Marisol Saks, Assistant Director ([email protected]) Yeimi Ramirez, High School Advisor and Mitchel Balcacer, Program Coordinator ([email protected]) - Bank Street College of Education - Liberty Leads and apply through the Bank Street website.SALARY RANGE $40-$55 PER HOURABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

JOB DESCRIPTION Position: History/Social Studies Teacher: 8th Grade Adventure in the City Summer Program Liberty LEADS is a NYC-based college access program that has served over 200 underrepresented children between 5th and 12th grade each year since 1989. Liberty LEADS was founded to empower youth by helping them attain higher education, embrace leadership engagement, and create a positive future for themselves and others. Liberty LEADS provides an alternative learning environment in which young people can experience success as learners and increase their ability and motivation to graduate from high school and seek entry into postsecondary education and/or meaningful employment. The program is guided by the principle that all children have gifts, talents, and great potential and can contribute to one another's social and academic growth. We are looking for energetic and creative educators who enjoy working with youth during the summer and are available for in person programming. The Adventure in the City (AIC) Program is a summer program for current 8th graders (rising 9th graders). AIC combines High School Prep/Transition and Social Studies/History and focuses on building leadership skills and enhancing interpersonal relationships through the use of outdoor experiential education. Educators will deliver engaging, fun and exciting curricula to our students this summer by utilizing the outdoors to facilitate learning and will focus on cultivating skills such as critical thinking, problem solving and teamwork. The goal of the summer is to equip participants with the skills necessary to make a healthy transition from middle school to high school. This model uses a co-teaching - 2 teachers total with one in each discipline- High School Prep/Transition and History/Social Studies. The teachers will focus on skills necessary for a successful Fall 2024 academic year. The History teacher should be prepared to implement lesson plans on the history of New York or the history of Harlem/Washington Heights. We are looking for energetic and creative educators who enjoy working with youth during the summer and are available for in person programming. Selected applicants will be responsible for developing and implementing a 19-day, project-based curriculum. For the interview, we ask that applicants present ideas for the purpose and theme of their ideal summer experience. Programming begins July 1st 2024 and meets Mondays through Wednesday the first week of July and Monday through Thursday for the following four weeks culminating with a final presentation on August 1st. All applicants must be available for all 19 days of programming from 9 am to 330 pm. Lunch is provided and spent with the students. Responsibilities Co-create differentiated project-based history/writing and high school prep curriculum for 8th grade that can be implemented in person or virtually. Co-teach English/writing curriculum for 8th graders. Include outdoor programming in curriculum planning. Manage classroom using positive behavior management strategies Meet regularly with the Liberty LEADS Middle School Advisor and Program Coordinator for supervision and debriefing Accompany students up and down stairs, on field trips (that may include but not limited to walks, hikes, parks) Qualifications Must possess a Bachelor or Master degree in education, preferably with a concentration in History/Social Studies NYS Teacher Certification or professional proficiency in content area preferred Experience teaching middle or high school youth using project-based learning Co-teaching experience Knowledge and understanding of the NYCDOE academic standards (Common Core/New Generation Standards) Experience teaching classes using Zoom platform preferred Requirements Reliable WIFI and computer access Attend mandatory curriculum planning session with co teachers and advisors (dates tbd) Attend mandatory June 2024 Orientation Physical Requirements Walking up and down stairs up to and including the nine flights to the gym Supervising and participating in outdoor activities such as walking up to 20 city blocks, hiking or other activities as named. Please forward the cover letter and resume to: Marisol Saks Assistant Director ([email protected]) Tanaza Bullock Middle School Advisor ([email protected] )and Mitchel Balcacer Program Coordinator ([email protected]) - Bank Street College of Education - Liberty Leads and apply through the Bank Street website. SALARY RANGE $40-$55 PER HOURABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

JOB DESCRIPTION Position: Science Teacher- 5th and 6th Grade STEAM in the City Liberty LEADS is a NYC-based college access program that has served over 200 underrepresented children between 5th and 12th grade each year since 1989. Liberty LEADS was founded to empower youth by helping them attain higher education, embrace leadership engagement, and create a positive future for themselves and others. Liberty LEADS provides an alternative learning environment in which young people can experience success as learners and increase their ability and motivation to graduate from high school and seek entry into postsecondary education and/or meaningful employment. The program is guided by the principle that all children have gifts, talents, and great potential and can contribute to one another's social and academic growth. STEAM in the City is a summer program for current 5th and 6th graders (rising 6th-7th). STEAM in the City combines science, math, art, language arts, and social justice to connect concepts to students' lived experiences. The focus of our summer experience will be Environmental Science and Math using a project-based experiential learning model where the educators will deliver engaging, fun and exciting curricula to our students by utilizing the outdoors to facilitate learning. This model uses a co-teaching - 2 teachers total with one in each discipline- Science/Math. The teachers will focus on the math and science skills necessary for a successful Fall 2024 academic year. The STEAM program will include planning and implementing outdoor programming including hiking, walking and other physical activities to connect the classroom with nature. We are looking for energetic and creative educators who enjoy working with youth during the summer and are available for in person programming. Selected applicants will be responsible for developing and implementing a 19-day, project-based curriculum. For the interview, we ask that applicants present ideas for the purpose and theme of their ideal summer experience. Programming begins July 1st 2024 and meets Mondays through Wednesday the first week of July and Monday through Thursday for the following four weeks culminating with a final presentation on August 1st. All applicants must be available for all 19 days of programming from 9 am to 330 pm. Lunch is provided and spent with the students. Responsibilities Co-create differentiated project-based environmental science and math curriculum for 5th and 6th gradethat can be implemented in person or virtually. Co-teach environmental science and math curriculum for current 5th and 6th graders. Include outdoor programming in curriculum planning. Manage classroom using positive behavior management strategies Meet regularly with the Liberty LEADS Middle School Advisor and Program Coordinator for supervision and debriefing Accompany students up and down stairs, on field trips (that may include but not limited to walks hikes, parks) Qualifications Must possess a Bachelor or Master degree in education, preferably with a concentration in Science or MathNYS Teacher Certification or professional proficiency in content area preferred Experience teaching middle school youth using project-based learning Co-teaching experience Knowledge and understanding of the NYCDOE academic standards (Common Core/New GenerationStandards) Experience teaching classes using Zoom platform preferred Requirements Reliable WIFI and computer access from home Attend mandatory curriculum planning session with co teachers and advisors (dates tbd) Attend mandatory June 2024 Orientation Physical Requirements Walking up and down stairs up to and including the nine flights to the gym Supervising and participating in outdoor activities such as walking up to 20 city blocks, hiking or other activities as named. Please forward cover letter and resume to: Marisol Saks, Assistant Director ([email protected]) Tanaza Bullock, Middle School Adviser ([email protected]) and Mitchel Balcacer, Program Coordinator ([email protected]) - Bank Street College of Education - Liberty Leads and apply through the Bank Street website.SALARY RANGE $45-$60 RANGEABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

JOB DESCRIPTION Head Teacher (1st Grade-4th Grade) Start Date: August 26, 2024 5 Days / Week Salary: $61,897 - $110,641 annually Qualifications: A Masters degree in education preferred Deep knowledge of, commitment to, and experience with progressive education and schooling Extensive teaching experience at the elementary level Demonstrated personal and professional commitment to diversity, social justice, and equity Strong written and oral communication, interpersonal, and organizational skills Knowledge in delivering strategy-based literacy and math instruction Skilled in designing instruction that is data-driven, differentiated, and actively engaging Experience leading morning meetings, such as those outlined by the Responsive Classroom Experience in developing hands-on, developmentally appropriate social studies curricula Initiative, creativity, flexibility, and collaboration Warmth, humor, flexibility, and optimism Position Summary: The School for Children is seeking a passionate teacher who will be responsible for curriculum development, instruction, assessment, parent engagement and communication, professional collaboration, and promoting a positive school culture.Responsibilities: Head teachers plan and teach lessons in all subject areas (math, language arts, social studies, science). In grades PreK-4th grade, headteachers are paired with an associate teacher and offer mentoring for their growth. Head teachers communicate routinely with families, collaborate with other teachers, and are responsible for developing a healthy, engaging, and joyful classroom culture. Work with Children: The classroom teacher is responsible for teaching children in all subject areas, planning to meet the needs of the entire group as well as individual children. Enabling the social/emotional, physical, and intellectual development of each child is his/her primary responsibility. Work with Environment and Materials: The teacher is responsible for designing, organizing, and maintaining a materials-based classroom that reflects the curriculum and current work of the children. Create and prepare materials that serve the curriculum. The teacher should be able to use various forms of technology to enhance student learning. Curriculum Development: The teacher is responsible for developing curriculum in all areas based on children's developmental capacities and needs and current understanding of literacy learning, mathematics, and interdisciplinary curriculum development in social studies, science, and the arts. Cultural competency must be reflected in the curriculum developed for children. Special emphasis is placed on social studies as the core of classroom life and learning. Work with Adults: Associate Teachers and Student Teachers: As cooperating practitioners for graduate students who are placed in their classrooms, teachers plan cooperatively with students and hold weekly supervisory meetings. Teachers meet with the student and the advisor from Graduate Programs three times per semester. Staff: An interest in his/her/their own professional growth is expected. Each teacher meets often with their curriculum coordinator and participates in weekly age-group meetings and weekly staff meetings after school. Teachers also collaborate with subject area specialists (art, music, library, shop, P.E./movement, Spanish) to design and implement the curriculum. As part of a diagnostic team, teachers work with learning specialists, and a school psychologist, and meet with parents, tutors, and therapists. Parents: Teachers are required to meet with parents twice yearly for individual conferences and to be available for additional conferences where needed. Teachers write two comprehensive reports on children each year and weekly summaries of student learning experiences. Teachers and parents work together to increase each other's knowledge of the children. Visitors: In addition to modeling a Bank Street approach to education by having daily visitors and observers in the classroom, teachers may be asked to speak to visiting groups. They often serve as consultants for other College Divisions as well as for outside groups. College: Many teachers take responsibility for College-wide committee work and divisional and institutional program development and evaluation. ABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

Immediate HireJob descriptionPosition(s): Classroom TeacherReports To: PrincipalCompensation: Very competitive and commensurate with experience. Competitive benefits package and extensive professional development opportunities are also available.Status: Full TimeWorks Schedule: Monday - Friday, 7:45AM - 4:00PMFLSA Status: ExemptJoin our Team!!We are seeking Classroom Teachers (K-5) to plan, organize and implement an appropriate instructional program in a school learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the Principal and the Teacher will work closely with School Leadership, students, teachers, and parents.About Merrick AcademyMerrick Academy is one of the first charter schools to open in New York City and the first to open (2000) in Queens. With a rich history and deep roots in the local community, Merrick Academy is an all-inclusive, independent Charter School with approximately 600 students in grades K-5 and a faculty and staff of 90. Queens' first charter school, Merrick, has been educating children for over 20 years. Merrick Academy is a STEAM-based school cultivating critical thinking, problem-solving, and inquiry amongst all learners in an environment that provides extensive whole-child support based on ensuring equity and empowerment for all learners through effective and innovative approaches to teaching and learning fostered by a world-class faculty.Essential Job Duties & ResponsibilitiesDeliver instruction in MATH, ELA, Social Studies and Science that is aligned with the Common Core State Standards (CCSS).Incorporate short-response, open-ended, and constructed response questions weekly to facilitate scholars' application of their knowledge. Integrate reading and writing into all subject areas.Learn about the cultural backgrounds of your scholars and incorporate it into the classroom culture and lesson plans.Use assessments for measuring student progress on a regular basis.Make cross-curricular connections among subject areas.Incorporate the relationship between the teacher, the student, and the curriculum. Teach the curriculum as it aligns with the standards of the school.Differentiate instruction for all students especially for students with special needs.Prepare for class daily while creating and maintaining a warm and inclusive classroom environment.Develop and maintain strong relationships with students and their families, focusing on how to align school and home life around continued student growth and success.Engage in and support new initiatives, including the use of blended learning, project-based learningSupervise the health, safety, and welfare of students at all times. Bring all significant information relevant to health, safety and welfare to the immediate attention of the Principal.Utilize all avenues to incorporate past lessons, the performance standards, and staff development sessions to design and deliver outstanding lessons.Design additional remediation for students falling behind in any aspect of the curriculum. Identify students with specific issues and work with the Principal and school-based staff developers to address their needs.Work with Special Education Teachers/Coordinator(s). Work with specialists contracted to service students with special needs inside the classroom, as they pull students aside or out for specific services.Manage administration of the classroom, including marking daily attendance and lateness, checking notebooks, checking homework, making photocopies, displaying student work, completing meal tracking forms, helping to maintain a clean physical classroom environment, as well as any other administrative aspect of teaching.Organize classroom - including materials, and visual aids in an educationally appropriate wayRecord each student's progress through both monitoring forms and marking books. Prepare progress reports (3 times per year) and report cards (4 times per year) and arrange and conduct Parent-Teacher Conferences (3 times per year).Attend, contribute and listen effectively in meetings and conferencesInteract with students in a firm, positive and constructive way alwaysEngage in conversation and behavior that uplifts and guides childrenRecognize and encourage positive behaviorNon-Essential Job Duties & ResponsibilitiesMaintains professional competence by attending staff development programs, curriculum development meetings and other professional activities.Participates in various student and family activities which occur in school including PTO, student clubs and after-school activities.Knowledgeable of several technology platforms such as google (etc; google doc., and google classroom), zoom and etc;Performs any other related duties as assigned by the Principal or other appropriate school leaderQualifications & Behavioral CompetenciesBachelor's Degree in Education or related field required; Master's Degree preferredMinimum of 2 years classroom teaching experienceKnowledgeable on the Danielson Aligned Lesson Plan TemplateAble to interact with colleagues, parents, students, and visitors professionallyNew York State Certification in subject areaStrong instructional and classroom management skillsDemonstrated mastery and enthusiasm for content knowledgeStrong organization, planning, and time management skillsProfessional and friendly demeanor and the ability to communicate successfully with individuals from diverse backgroundsComputer proficiency using email services and Microsoft OfficeExcellent organizational, interpersonal, and communication skillsAbility to learn quickly and thrive in a fast-paced environmentStrong analytical and problem-solving skills; ability to think and act strategicallyPassion for contributing to a team-oriented, mission-driven school cultureOpen to feedback and committed to continuously improvingKnowledgeable of Fundations; I-Ready; Dibels; Fountas and Pinell, Wit and Wisdom; EurekaAmericans with Disability SpecificationsPhysical DemandsThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to handle or feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee may occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.Work EnvironmentWork environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee may be exposed to weather conditions. The noise level in the work environment is usually moderate.I acknowledge that:I have read and understand the responsibilities and qualifications required to successfully perform this job. This job description is intended to describe the general nature and level of work being performed by an individual in this position. This description in no way states or implies that these are the only duties to be performed and it is not an exhaustive list of all knowledge, skills or abilities required. There may be additional duties as assigned and the employee must follow any job-related instructions and perform any other job-related duties requested by any person authorized to give instructions or assignments.This description excludes the marginal functions incident to the performance of this job's fundamental duties. All essential job duties and responsibilities are subject to possible modification to reasonably accommodate individuals with disabilities. To perform this job successfully, the employee will possess the knowledge, skills, and abilities to perform each duty proficiently. Some requirements may exclude individuals who pose a direct threat or significant risk to the health or safety of themselves or others.An Equal Opportunity EmployerIt is the policy of Merrick Academy to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizen status, age, marital status, veteran status, disability, prior record of arrest or conviction (except as provided by law), sexual orientation, gender (sex), or any other protected class, and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation as required by civil rights law.

JOB DESCRIPTION Part Time Pre-School Assistant Teacher Bank Street Head Start Location: 535 E 5th St, New York, NY 10009 Brief description of function and responsibilities: Position contract is until June 2024. Option for continued employment contingent upon funding. Position will include working with all classrooms on an as needed basis. In addition, some administrative duties will be required if no assistance is needed in the classrooms. Work with Children: Work with groups of 2.9 to 5-year-old children in an inclusionary, mixed age- group setting. The program will look at the total development of each child including health and nutrition. Help create a well-balanced daily lesson plan that supports each child's individual needs. Assess and support children's cognitive, social-emotional, language and physical development. Work with Staff: Provide a model for best practice and help plan curriculum appropriate for children. Assistant teacher will help in planning and implementation of the activities and routines for afterschool program. Assistant teachers will also meet with the Head Teacher for reflective supervision, participate in staff development and various meetings. Assistant teachers will provide and model developmentally appropriate activities/ routines. Work with Environment: Responsible for modeling a developmentally appropriate environment conducive to the growth of young children and their families. Demonstrate knowledge and an understanding of the individual needs of young children. A multi-cultural, anti- bias understanding must be reflected in the curriculum. Qualifications: Minimum CDA, BA or working toward BA preferred in ECE or related field. Experience/ training in Special Education and/or bilingual a plus. Must have or obtain current DOH physical and fingerprint clearance. Salary and benefits:$19 per hour, full health and dental benefits after 1 month. Bank Street College tuition remission. Please apply on our website and address cover letter and resume to: Alberta Conteh & Sylvie Fan ABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

JOB DESCRIPTION Start Date: ASAP (ongoing while posting is up) Role: After School Teacher for students ages 4-10. Schedule: Part-time (15 -20 hours/week), with opportunities for occasional substitute work Pay Rate Range : $20- $22 per hour. Overview Bank Street School for Children's After School program supports families by providing a dynamic range of opportunities for students to pursue creative, intellectual, physical, and social interests outside of standard school hours. It includes snack, outdoor play on the play deck or roof, and choice time in classrooms where students are grouped by age. Job Summary The After School Teacher supports the After School "Kids Club" program, a childcare program that cares for School for Children students from dismissal from the school day until timed pickup by families. Under the supervision of the After School Director, and in conjunction with other After School teachers, the Teacher will create a supportive and collaborative classroom environment and use classroom management skills to run and support an energetic classroom of children. The typical schedule for After School is Monday-Thursday from 3:00-6:00 PM and Friday from 1:00-6:00 PM. Morning hours are also available Monday-Friday 8:00-8:30 AM. This position runs September - June along the SFC school calendar. Responsibilities: The After School Teacher's responsibilities might include but are not limited to: Leading a classroom of 15-20 students in a schedule of activities including snack time, outdoor play, and classroom free play activities (block building, art, etc). Taking daily attendance and ensuring that students participating in after school enrichment classes are dropped off and picked up from their classes in a timely manner. Mediate conflicts between students and help them work towards resolution. Report any incidents or conflicts to the After School Director. Participate as a member of a collaborative, cooperative after school program - sharing information and strategies to sustain a healthy classroom community Oversee the safe transfer of children to after school and dismissal to authorized adults Qualifications: High School diploma required and Bachelor's degree preferred Experience managing a classroom and teaching children preferred (experience working with young children a plus) Experience with progressive education preferred Prior experience working as part of the Bank Street community preferred Willingness to collaborate and work as part of a team, as well as develop skills in working with individual children, small groups, and the whole class. Please submit application and resume online.ABOUT US Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children. At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth. The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.

Company DescriptionUncommon Schools is a nonprofit network of high-performing, public charter schools providing an outstanding K-12 education in historically under-resourced communities. We have proudly built schools that reflect our student population, with more than 60% of our teachers and staff across our network identifying as a person of color. Uncommon currently manages 53 schools serving more than 20,000 students in five cities: Boston, Camden, New York City, Newark and Rochester. We are proud that Uncommon graduates persist in and graduate from college at five times the rate of their peers nationally. We achieve this by offering strong academic, co-curricular, and social-emotional learning that prepares students for success in college and beyond.Uncommon Schools in Brooklyn currently manages twenty four schools serving students in grades K through 12. We believe in strong authentic relationships between teachers and students, supported by effective school systems and an engaging instructional model that enables students to flourish academically and personally. Our students in Brooklyn have an impressive 99% college acceptance rate.Job DescriptionUncommon High School English Language Arts (ELA) teachers are passionate about literature and building an engaging, rigorous classroom culture focusing on helping all students prepare for college. Our teachers become experts in their course content, and have a keen sense of how to motivate and inspire high school students. At the heart of our English classes is an emphasis on reading and student-led discourse. Teachers use a variety of instructional strategies to prioritize discussion, ignite a passion for literature, and promote strong voice and agency within students. At the conclusion of each high school year students are more prepared for the academic rigor and independence of college coursework, as well as for a long term love of literacy.Responsibilities InstructionYou'll teach from a robust literature curriculum shared across our high schools that prioritizes inclusive texts, emphasizes diversity, and prepares students for Advanced Placement (AP), SAT and collegiate level coursework. You'll conduct a deep exploration of daily content in order to guide students to analyze books by authors like James Baldwin, Toni Morrison, F. Scott Fitzgerald, William Shakespeare, and Yaa Gyasi; books that ignite a passion for literature, sharpen a critical eye for examining the world, and deepen students' intellectual identity. You'll develop students' independent and collaborative reading, writing, and discussion skills. You'll facilitate student-led discourse, teaching students to use evidence to make sophisticated claims, and to synthesize and evaluate arguments and rhetoric.You'll analyze student comprehension and writing regularly and determine how to adapt and write your own lessons to maximize student learning. You'll partner with your department and your grade level team on content and instructional strategies that support your students and help all students succeed. Data AnalysisYou'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments.You'll learn and implement strategies to differentiate instruction for all learners in your classroom. School CultureYou'll build positive relationships with students to ensure they feel seen, loved, and heard.You'll partner with students' families to ensure appropriate resources are available to support their child's learning needs.You'll engage in practice-based professional development, mentorship, and coaching sessions.You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement.You'll partner with your grade level team to develop academic goals and practice instructional strategies.QualificationsA commitment to the mission of Uncommon Schools and investment in our vision for being an anti-racist organizationA demonstrated commitment to supporting students' social emotional and academic developmentAn enthusiasm for collaborating with internal and external partners in the best interest of studentsA self-directed learner who solicits and implements feedback to improve outcomes and achieve objectivesRequired Experience:A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred).Academic expertise in Humanities, English, Social Sciences, or other related fields of study.Prior to the start of employment, you must have a bachelor's degree from an accredited college or university. Certification is not required to be hired at Uncommon, but you do need to meet NY state certification eligibility requirements. To meet these requirements, you must enroll in a teacher preparation program and maintain a GPA of 2.75 or higher during your employment with us if you do not have a degree in education. Uncommon Schools teachers are required to become certified in the state of New York within a reasonable period after beginning employment.Additional InformationOur people are what makes us Uncommon. We believe our compensation philosophy and benefits should reflect our values-equity, transparency, and clarity-to enhance our ability to attract and retain talent and reward their expertise. Our staff receive best-in-class training, coaching, and support to develop and operate mission-driven schools that provide a high-quality education to our students and families.Compensation for this position: The starting compensation for this role based in New York City for school year 2023-2024 is between $64,000 to $96,900 and the starting compensation for school year 2024-2025 is between $65,000 to $97,900. The starting pay will depend on various factors including but not limited to relevant professional experience, education, certifications, and tenure with Uncommon Schools. Because we value staff tenure in a role, we do not currently cap salary ranges for current staff members.Other BenefitsGenerous paid time off inclusive of sick time and school breaks (spring, winter, and summer) + additional sustainability half days throughout the school yearExtensive, best-in-class training and development Choice of 3 comprehensive health insurance plansPre-tax flexible spending and health saving accountsFinancial planning & wellness403(b) retirement savings program + employer match529 college savings programPublic Service Loan Forgiveness application assistanceFinancial planning tools and assistanceDependent Care FSA, back up childcare and daycare discountsPaid leave of absenceFully paid parental leaveFully paid medical leaveAdditional paid Short Term and Long Term Disability insurance Mental health and counseling support + wellness benefitsUncommon believes in the importance of being a diverse, equitable, and inclusive organization that enables our students and staff to thrive. We are committed to building an exceptional team that reflects the diverse backgrounds and experiences of our students. We also strive to ensure an inclusive community by creating a space for meaningful dialogue about issues of race and identity for our staff and students. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email [email protected].

Company DescriptionUncommon Schools is a nonprofit network of high-performing, public charter schools providing an outstanding K-12 education in historically under-resourced communities. We have proudly built schools that reflect our student population, with more than 60% of our teachers and staff across our network identifying as a person of color. Uncommon currently manages 53 schools serving more than 20,000 students in five cities: Boston, Camden, New York City, Newark, and Rochester. We are proud that Uncommon graduates persist in and graduate from college at five times the rate of their peers nationally. We achieve this by offering strong academic, co-curricular, and social-emotional learning that prepares students for success in college and beyond.Uncommon Schools in Brooklyn currently manages twenty four schools serving students in grades K through 12. We believe in strong authentic relationships between teachers and students, supported by effective school systems and an engaging instructional model that enables students to flourish academically and personally. Our students in Brooklyn have an impressive 99% college acceptance rate.Job DescriptionUncommon Middle School English Language Arts (ELA) teachers are passionate about literature and building an engaging classroom culture. Our teachers develop subject mastery and have a keen sense of the socio-emotional changes middle schoolers experience. At the heart of all ELA classes is an emphasis on writing and discourse designed to give students the tools to be confident in the power of their own voice. Teachers are trained in a variety of research-based instructional strategies to prioritize discussion, ignite a passion for literature, build reading comprehension, and promote agency. By the conclusion of eighth grade, students are prepared for the academic autonomy and college preparatory focus of our high schools.Responsibilities InstructionYou'll empower students to be their fullest selves by teaching an inclusive, culturally responsive curriculum that seeks equitable outcomes for all students.You'll guide students to analyze literary and non-narrative texts, assess an author's purpose, write in a variety of genres, and grapple with meaningful questions in student-led discourse. You'll create an inclusive and safe environment, allying with students to speak and write in their authentic voice.You'll guide students to choose books of interest independently, as they develop their own passions and interests as readers. Data AnalysisYou'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments.You'll learn and implement strategies to differentiate instruction for all learners in your classroom. School CultureYou'll build positive relationships with students to ensure they feel seen, loved, and heard.You'll partner with students' families to ensure appropriate resources are available to support their child's learning needs.You'll engage in practice-based professional development, mentorship, and coaching sessions.You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement.You'll partner with your grade level team to develop academic goals and practice instructional strategies.QualificationsA commitment to the mission of Uncommon Schools and investment in our vision for being an anti-racist organizationA demonstrated commitment to supporting students' social emotional and academic developmentAn enthusiasm for collaborating with internal and external partners in the best interest of studentsA self-directed learner who solicits and implements feedback to improve outcomes and achieve objectivesRequired Experience:A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred).Academic expertise in Humanities, English, Social Sciences, or other related fields of study.Prior to the start of employment, you must have a bachelor's degree from an accredited college or university. Certification is not required to be hired at Uncommon, but you do need to meet NY state certification eligibility requirements. To meet these requirements, you must enroll in a teacher preparation program and maintain a GPA of 2.5 or higher during your employment with us if you do not have a degree in education. Uncommon Schools teachers are required to become certified in the state of New York within a reasonable period after beginning employment.Additional InformationOur people are what makes us Uncommon. We believe our compensation philosophy and benefits should reflect our values-equity, transparency, and clarity-to enhance our ability to attract and retain talent and reward their expertise. Our staff receive best-in-class training, coaching, and support to develop and operate mission-driven schools that provide a high-quality education to our students and families.Compensation for this position: The starting compensation for this role based in New York City for school year 2023-2024 is between $64,000 to $96,900 and the starting compensation for school year 2024-2025 is between $65,000 to $97,900. The starting pay will depend on various factors including but not limited to relevant professional experience, education, certifications, and tenure with Uncommon Schools. Because we value staff tenure in a role, we do not currently cap salary ranges for current staff members.Other BenefitsGenerous paid time off inclusive of sick time and school breaks (spring, winter, and summer) + additional sustainability half days throughout the school yearExtensive, best-in-class training and development Choice of 3 comprehensive health insurance plansPre-tax flexible spending and health saving accountsFinancial planning & wellness403(b) retirement savings program + employer match529 college savings programPublic Service Loan Forgiveness application assistanceFinancial planning tools and assistanceDependent Care FSA, back up childcare and daycare discountsPaid leave of absenceFully paid parental leaveFully paid medical leaveAdditional paid Short Term and Long Term Disability insurance Mental health and counseling support + wellness benefitsUncommon believes in the importance of being a diverse, equitable, and inclusive organization that enables our students and staff to thrive. We are committed to building an exceptional team that reflects the diverse backgrounds and experiences of our students. We also strive to ensure an inclusive community by creating a space for meaningful dialogue about issues of race and identity for our staff and students. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email [email protected].