Kindergarten Teacher Salary in USA

SALARY: $15.92 Hourly (NEGOTIBLE)Non-ExemptPOSITION SUMMARYWork with OCC staff to provide a safe and secure environment for children entrusted to their care in which each child can develop his/her physical, emotional and intellectual skills. Assist with planning and implementing age-appropriate curriculum for children in accordance with the OCC Department Standard Operating Procedures and State of Wisconsin HFS 46 Licensing Rules. Works flexible hours from 6:00 a.m. to 5:00 p.m. Continuation of this position is contingent upon funding allocations.MINIMUM QUALIFICATIONS:Applicants please clearly state how you meet these qualifications on the application/resume.1. Must be eighteen (18) years of age or older.2. High School Diploma or GED and a minimum of eighty (80) hours in an Early Childhood Development Program from an approved technical college (Early Childhood I and II) or its equivalent as stated in HFS Licensing Rules for Group Day Care Centers; Table 46.05-C; eighty (80) working days as a full-time assistant child care teacher or an elementary school teacher up to grade Kindergarten or one-hundred twenty (120) days as a half-time assistant child care teacher or an elementary school teacher up to grade Kindergarten experience; an equivalent combination of education and experience may be considered.

Arrowhead School District #75Arrowhead School is a rural PreK-8th grade community school with less than 100 students operating on a 4 Day School Week. The location is one of a kind in beautiful Paradise Valley, Montana!2024 / 2025 VacanciesWe have openings for three Teachers:2 Upper Grade Levels1 KindergartenAll new certified staff shall be given full step credit on the salary schedule for up to (10)years teaching experience in any school district.District insurance contribution towards health, dental, and/or vision.Arrowhead School operates on a 4-day school with an 8:00 am - 4:00 pm Monday through Thursday daily schedule for students and a 7:45 am - 4:15 pm teacher schedule, with occasional Friday activity and enrichment days. Each grade averages from 8 - 10 students with some only having 3 - 5 students. Arrowhead currently has 6 certified teachers and 4 classified staff members.Arrowhead is proud to be an Equal Opportunity Employer.recblid j0qhfrwffkio6v6bbe6ask40yq5dol

Apply Now and complete an official UMOS application to be considered at UMOS.org. Resumes alone are not accepted. Classroom Teacher III Essential Duties and Responsibilities: 1. The teacher will A.) Schedule, complete and track all required home visits and parent/teacher conferences, B.) Schedule and complete child developmental screenings and assessments, C.) Ensure collection of and timely online entry of classroom observations and documentations, D.) Complete assessment finalization checkpoints for all children within the specified time frame for each event. E). Use those results to create/update individualized plans in conjunction with parents to address each child's needs and track child's progress.2. Plan and implement indoor and outdoor learning environments and experiences by implementing the Creative Curriculum System, UMOS School Readiness Plan, and the Head Start Early Learning Outcome Framework.3. Implement daily activity plans, field trips, and transition activities and submit completed, legible, required documents to the Child Development Coordinator in a timely manner.4. Implement Individual Education Plan (IEP) or Individual Family Service Plan (IFSP) of any child with a disability ensuring Individual Goals are integrated into the individualized plans and lesson planning that includes tracking progress of child's goals.5. Maintain required documentation (including but not limited to child roster/absentee list, meal count, classroom child file, case notes, developmental screenings, and assessments, etc.) on children and classroom activities and submit written reports to the Child Development Coordinator in a timely manner.6. Maintain written and verbal communication with families that captures ongoing dialog with parents regarding the developmental progress and other pertinent information regarding their child using the PFCE Framework.7. Implement and document the Child Adult Care Food Program (CACFP) within classroom in accordance with federal state and local regulations that includes conducting and participating in family style meals according to the UMOS procedure.8. Implement required health and safety policies and procedures including, but not limited to storage of poisonous and hazardous materials, conducting health and safety checklists, daily child observation, diapering, injury/accident prevention, child accident reports, sanitizing, cleaning, and universal precautions.9. Participate in the ongoing weekly generation and collection of non-federal shares (In-kind).10. Use positive guidance strategies to help children learn, monitor, and promote positive behaviors.11. Demonstrate active supervision by maintaining direct sight and sound supervision of all children at all.12. Will communicate, assist, and work with other staff in the coordination and assistance with arrival and departure of children at the center, set up and clean-up of the indoor and outdoor environments, and work with bus staff to ensure communications from center to parents, and parents to center are clearly explained and delivered.13. Will attend all staff meetings, trainings and center activities as assigned by the Center Manager & CDC.14. May be requested to assist in training and/or supporting other teaching staff.15. Perform other duties as assigned.Qualifications: 1. Must have a Bachelor's degree in Early Childhood or related field in which 18 college credit hours must be in Early Childhood Education or if Bachelor's degree is not related may hold a state-issued Teaching License to act as a pre-kindergarten or early childhood (regular or special education) teacher.2. Preferred teaching experience with children ages 0-5.3. Preferred Bilingual in Spanish and English (oral and written)4. Strong oral and written communication skills. Preferred Bilingual in Spanish and English (oral and written)5. Must have basic computer skills to include but not limited to data entry and internet.6. Have reliable transportation; hold a valid driver's license with adequate car insurance.7. Work flexible and/or irregular hours with some travelWork Environment, Physical, and Sensory Demands: These work demands must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be considered to enable individuals with disabilities to perform the essential functions.Physical Demands: 1. Employee is frequently required to stand, walk, sit, bend.2. Occasionally required to lift and /or move up to 20 lbs.3. Occasionally required to drive.4. Frequently exposed to moderate temperature generally encountered in a controlled temperature environment.5. Moderate to high noise levels, occasionally.6. Occasionally required to ride school bus.7. Exposed to bumpy travel conditions.Tools & Equipment Used: 1. Phones, computer system.2. Fax machine, copy machine, laminator, calculator.3. Use first aid equipment, fire extinguisher.Usage varies by positionAdditional Eligibility Requirements: Employment with UMOS is contingent upon successful completion of:1. Criminal background check prior to employment2. Physical exam and TB screening test showing absence of Tuberculosis within 30 days of employment or sooner if required by local/state regulation3. Complete SIDS & Shaken Baby Training prior to working with children4. Fire Extinguisher Training5. Proof of certification in Infant/Child CPR and First Aid within 30 days or sooner if required by local/state regulation.6. Register in the State Childcare registry.Apply Now and complete an official UMOS application to be considered at UMOS.org. Resumes alone are not accepted. UMOS is an equal opportunity Affirmative Action employer, and all qualified applicants will receive consideration for employment 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.

OUR MISSIONThe BRICK Education Network (BEN) mission is to relentlessly knock down all barriers to students' academic success. Our innovative model aligns an individualized excellent education with the necessary family supports to make sure each and every child can succeed. It's our vision that each and every child will have an unimpeded path to unlocking their limitless potential.To learn more about BRICK, please visit http://www.brickeducation.orgOUR NETWORKBRICK currently operates a successful region in Newark, New Jersey and is excited to expand to Buffalo.The BRICK Buffalo Academy Charter School opened in August of 2023 to students in kindergarten and first grade. As our school grows, we are looking to add to our team.As a member of the BRICK Buffalo Academy Charter School team, you will have the rare opportunity to play a critical role in founding a new school that is committed to the success of its students, families, and community on the East Side of Buffalo.To learn more about our Buffalo location, please visit https://brickeducation.org/buffalo-2/BenefitsJoining the BRICK Education Network is a great opportunity to be part of an exciting entrepreneurial organization. BEN's unique approach to transforming public education puts successful students and world-class schools at the center of vibrant communities. Powered by diverse leaders and a commitment to fighting the status quo, BRICK is building resilient, intelligent, creative kids by equipping them with a high-quality, nurturing education and thriving, engaged families to support their success from cradle to career. As a member of the BRICK Buffalo Academy Charter School team, you will have the rare opportunity to play a significant role in building the foundation of BRICK in the region. OverviewAt BRICK Buffalo, we are committed to running world-class schools that empower students to draw strength from their identity and become leaders in their community. As a result, we are looking to hire founding teachers who will build strong relationships with the students and families they serve and commit to relentlessly knocking down barriers to their success.BRICK teachers have a collaborative mindset, are solution oriented, use data to inform instruction; and have a sense of humility. Teachers who join the founding BRICK Team will be respected as professionals and will receive the support necessary to prove what is possible for the students in their classroom. In addition, BRICK's holistic approach to education will help its teachers play a critical role in ensuring that all of the school's students and families can access the additional wraparound services they need to thrive.Essential FunctionsResponsibilities include, but are not limited to:• Demonstrating an interest in working with students from diverse economic and cultural backgrounds• Remaining empathetic to students' previous experiences when observing and responding to their behavior• Creating a positive, safe and collaborative classroom environment for students• Continuously strengthening their classroom community by investing students and families in our iDream values (Innovation, Diligence, Respect, Empathy, A+ Self Control and Model Student)• Executing the network adopted unit and lesson plans to accelerate student learning and social emotional development• Attending all required meetings to ensure strong communication and professional development, including department, grade level and staff meetings• Participating in meetings with their coach to support their development, including observation and feedback meetings, planning meetings and data meetings.• Collaborating with coaches and peers to share best practices; and build a strong adult culture• Utilizing data from student observations as well as summative and formative assessments to inform instruction• Adjusting instruction as needed to meet the unique needs of their students, including by adjusting to different student learning styles and differentiating instruction• Teaching and enforcing school-wide systems and structures• Participating in whole school events and home visits to help build strong trusting relationships with students and their families• Exemplifying the BRICK core values (Faithful Commitment, Relentlessness, Compassion, Savvy Ambition, Restless Improvement and Accountability)Qualifications:• An unwavering commitment to the academic success and personal development of our students.• An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them• An ability to thrive in a fast-paced, entrepreneurial environment and a capacity to remain calm and focused when faced with unexpected challenges• Strong interpersonal and communication skills and the ability to work effectively with a diverse group of people• A commitment to doing whatever it takes to ensure the success of their founding school.• Proficiency in working with computers, including commonly used software like Google Documents, Google Sheets, and Excel.• Experience supporting students and families on the East Side of Buffalo.• Bachelor's Degree required; Master's Degree preferred• Prior experience working with children strongly preferred• Willingness to travel to attend professional development sessions or to participate in other learning experiences with BRICK Education Network staff• Current authorization to work in the United States - A candidate must have such authorization by his or her first day of employment.Salary, Goals and Employment Period• Salary Range: Competitive compensation package, Based upon previous experience• Employment Period: Eleven/Twelve Months• Fringe Benefits: Health, Dental, Vision, 401 KBRICK is an equal opportunity employer and does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status, or any other occupationally irrelevant criteria. BRICK promotes affirmative action for minorities, women, disabled persons, and veterans.

STANDING ROCK COMMUNITY SCHOOLHuman Resources9189 Hwy 24Fort Yates, North Dakota 58538701-854-2142Job Vacancies2024/2025SCHOOL YEARELEMENTARYDean of StudentsElementary TeachersKindergarten TeacherPrincipalOTHERCustodianJR HIGH/HIGH SCHOOLMusic TeacherPE TeacherSocial Studies TeacherScience TeacherCLOSING DATE: Until FilledCall or email to request an application: Katherine Bailey at 701-854-2142Email Address: [email protected] visit our website: www.standing-rock.k12.nd.usAll persons selected for employment must submit to a background check and drug testing. We are an equal opportunity employer.recblid 3w3s2y1ms8g62cl6q83kq93ruq3oz3

Bernard Zell Anshe Emet Day School seeks a warm, talented educator who will serve as a full-time music teacher in the Lower School. The ideal candidate will show passion for working with elementary students and have a deep understanding of the developmental needs of Senior Kindergarten through 4th grade students and the impact of those needs on curricular decisions. A successful candidate will have excellent interpersonal skills including strong written and oral communication, be committed to collaborative relationships with colleagues, and be excited about integrating music throughout the Lower School and Senior Kindergarten. Additionally, the candidate should possess a strong academic and professional background in music. A desire to instill students with a passion for learning through music is essential.ResponsibilitiesLead Senior Kindergarten through 4th grade music classes.Clearly articulate a vision for the Lower School Music Program.Participate as a member of the Lower School team, and collaborate with General and Jewish Studies teachers to enhance integrated curriculum.Plan, prepare students, and lead the annual Hanukkah Music Festival and Spring Concert.Direct the choir program (4th grade through 8th grade) and plan two annual concerts.Complete other duties as assigned, such as lunch and recess duty, as part of the Lower School team.Support the school's mission and reflect our Bernard Zell values.Qualifications:Bachelor's degree required. Masters in education or related field preferred.Experience as a music educator, preferably in a Lower School setting.Deep knowledge of child development and developmentally appropriate practice. Knowledge and mastery of the most up to date music education practices and pedagogies and a willingness to learn and grow as an educator.Experience with Google Suite Apps and technology that supports music curricula required.Knowledge of the Responsive Classroom approach and practices preferred.Important Information:All prospective employees must be able to clear a background check.Work is performed onsite; Bernard Zell does not offer a telecommuting option.The workday is 7:45 am - 3:45 pm but must be flexible to attend meetings and special events beyond normal working hours.Full-time employee benefits include employer-subsidized medical, dental, life and disability (short and long-term) insurances, 403b retirement plan, parking or public transportation, daily (kosher) breakfast and lunch, as well as optional insurances. Sick and flex (personal) days subject to length of tenure.How to apply: Please send a resume and cover letter to [email protected] Bernard Zell Anshe Emet Day School has a long-standing policy of equal employment opportunity for every person regardless of age, race, color, disability, marital status, gender, sexual orientation, national origin, ancestry or citizenship. Bernard Zell recruits, hires and promotes individuals without regard to these characteristics, and all staffing decisions are based solely on the qualifications of each individual and the legitimate educational needs of our students. Bernard Zell does not discriminate in working conditions, physical facilities or any other terms, conditions or privileges of employment, including transfer, compensation, training, promotion, demotion or separation based on age, race, color, disability, marital status, gender, sexual orientation, national origin, ancestry or citizenship. Bernard Zell seeks to provide a work environment that is free from discrimination, intimidation and harassment based on any of these characteristics.

DepartmentLab School Early ChildhoodAbout the DepartmentAt the University of Chicago Laboratory Schools, students in Nursery through Grade 12 experience a world-class educational journey. Founded in 1896 by John Dewey as a place for educators to develop and explore novel approaches to pedagogy and curriculum, Lab continues to provide excitement and imagination in learning to this day. Academic rigor, experiential learning, and intellectual discourse are hallmarks of a Lab education. Lab educators are recognized for excellence in teaching and pride themselves on innovation in the classroom. Students in every grade have access to unparalleled resources, and all members of the Lab community benefit by partnerships and connections with the University of Chicago. Families who choose Lab care deeply about curiosity, inquiry, and creativity. No less than scholarship, Lab's mission prioritizes honoring diversity and exhibiting kindness. We are committed to building and supporting a teaching and learning community where young people see aspects of their backgrounds and identities reflected around them, where they feel a deep sense of belonging, and where they discover and use their voices to full effect. Today, 53-59 percent of Lab's student body are students of color. Families report speaking nearly 40 different languages in their homes. Approximately 60 percent of Lab families are also affiliated with the University of Chicago. Half of our families live in Hyde Park, and the rest come from across Chicago, the suburbs, and northwestern Indiana. Inclusion is a fundamental value at Lab, such that we celebrate every facet of community members' identities, and even where we disagree, we emphasize respect, civility, and maintaining a spirit of community. Lab seeks the finest employees to join our vibrant learning community. We employ people with a wide range of skills and training in many different disciplines, who have in common a love of learning and the wish to inspire that same love of learning in young people. We seek candidates for employment who thrive in an educational environment. We provide a great professional home for those committed to collaboration, ongoing personal and professional growth, and cultivating positive relationships. We strongly encourage applications from candidates of color, LGBTQ+ identified candidates, candidates from historically marginalized or underrepresented backgrounds, and candidates with a demonstrated commitment to a deepening diversity, equity, and inclusion practice. In turn, we strive to ensure that Lab is a joyful, welcoming, and inspiring place to work. Through our connection to the University, faculty, staff, and administrators enjoy benefits and opportunities that would be nearly impossible to match in any other environment.Job InformationJob Summary:The Laboratory School seeks an experienced and reflective Nursery/Kindergarten teacher to join a vibrant professional community of early childhood educators. Candidates should bring a fascination with and strong developmental understanding of the early childhood years, progressive education and the Reggio Emilia approach. The ideal candidate has experience with and commitment to developing emergent curriculum in collaboration with children and colleagues, and a desire to learn and evolve.The Laboratory School's Early Childhood program is committed to child-centered learning based on careful observation and documentation of children's work and play, and grounded in caring and respectful relationships among children, teachers, and families. We are seeking an early childhood teacher with a minimum of 3 years of early childhood classroom teaching experience who is currently teaching in a classroom of diverse learners. The ideal candidate has experience with universal design for learning and culturally responsive and restorative practices.The candidate should have experience building effective communication and trusting relationships with families, and the ability to work in a collaborative environment that values multiple perspectives. The individual should also demonstrate an understanding of the critical role of the environment and materials in the formation and expression of children's thinking and understanding of their world. Commitment to cultivating an inclusive environment that respects and honors the stories, experiences, and identities of all community members is essential.Nursery/Kindergarten homeroom teachers receive direction and support from the division Principal and administrative team. Full-time teachers are expected to work a 40-hour week and the required number of days as stipulated in the Faculty Association contract. All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement.Responsibilities:Establish a caring classroom community and a nurturing and stimulating environment where children develop a deep sense of purpose and ownership.Support children's social and emotional learning through respectful and developmentally appropriate practices that foster an attitude of problem-solving and empathy.Through photography, video and written notes, document children's learning, play and interactions in the classroom to guide planning for future learning experiences.Facilitate short and long-term curriculum experiences that build on children's strengths, questions, and curiosity and which support their intellectual, emotional and social development.Collaborate with teaching partners and other colleagues to develop learning experiences and support children's growth and well-being.Communicate regularly with families through meetings, phone calls, email, classroom newsletters, annual narrative reports, family conferences, curriculum evening presentations and at other times as needed before and after school.Participate in regular reflective meetings with the division Principal and the administrative team, engage in professional development and learning in and out of school, faculty meetings and learning and counseling team meetings.Engage in a pedagogical reflective process that includes reviewing observation notes, footage, actively participating in weekly reflective meetings, and producing documentation and displays of children's thinking and work.Mentor the professional growth of assistant teachers through ongoing communication, collaboration, and reflective feedback.Reflect on the growth and needs of individual children through conversations with Counselors.Maintain a classroom environment that is functional, aesthetically pleasing, and well-organized.Commit to practices that build toward a more socially-just school community and world, including culturally responsive and restorative practices and actively participate in school-wide DEI efforts. Competencies:Ability to quickly adapt to changing circumstances and flexibility in work with students.Ability to interact with a diverse group of faculty, staff, students, and parents required.Knowledge of diversity, equity and inclusion issues, and dynamics in the classroom and in developing healthy, supportive relationships with all students.Strong knowledge of instructional methodologies preferred.Strong knowledge of child development preferred.Strong classroom management skills required.Ability to develop curricula, lesson plans, and assessment tools preferred.Analytical skills required.Problem-solving skills required.Decision-making skills required.Attention to detail required.Organizational skills required.Computational skills required.Creativity required.Verbal and written communication skills.Strong interpersonal skills.Ability to work independently and as part of a team required.Ability to manage stressful situations required.Ability to maintain confidentiality required.Ability to work on multiple projects simultaneously, set priorities, and meet the deadlines required.Additional RequirementsEducation, Experience, or Certifications:Education:Bachelor's degree required.Master's degree preferred.Experience:Demonstrated experience working with children with more complex emotional / behavioral needs required. Technical Knowledge or Skills:Ability to use standard productivity software (Google Suite, calendar/schedule software, etc.) required.Working Conditions and Physical Requirements:Ability to move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.Ability to move class-related equipment/tools, as appropriate, around school property.When appropriate, the ability to escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.Ability to demonstrate lessons, when appropriate. Required Documents:Resume/CVCover LetterProfessional References Contact Information (3)When applying, the document(s) MUSTbe uploaded via the My Experience page, in the section titled Application Documents of the application.Benefit EligibilityYesRequires Compliance with University Covid-19 Vaccination RequirementNoPay FrequencyMonthlyPay RangeDepends on QualificationsScheduled Weekly Hours40Union000- American Federation of Teachers , Local 2063Job is ExemptYesDrug Test RequiredNoMotor Vehicle Record Inquiry RequiredNoHealth Screen RequiredNoPosting Date2024-04-16Remove from Posting On or Before2024-10-16Posting Statement:The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, national or ethnic origin, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form.We seek a diverse pool of applicants who wish to join an academic community that places the highest value on rigorous inquiry and encourages a diversity of perspectives, experiences, groups of individuals, and ideas to inform and stimulate intellectual challenge, engagement, and exchange.All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position.The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at:http://securityreport.uchicago.edu.Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.

This role is for the 2024 - 2025 school year with an anticipated start date of August 5th, 2024.Starting Salary for Certified Teachers: $58,000Starting Salary for Non-Certified Teachers: $55,500Primary Purpose:Under the program supervision of the charter Dyslexia Implementation Specialist, the campus Dyslexia Teacher provides students evidence-based, multisensory structured literacy instruction for students with dyslexia, in accordance with the Texas Dyslexia Handbook. The teacher is responsible for lesson planning, record keeping, and appropriate case management and progress monitoring of 504 Plans and Individualized Education Programs. Additionally, teacher is responsible for management of student behavior, classroom safety, and communication with students, staff and parents. Students served are in need of intense systematic dyslexia instruction and may be served under a Section 504 Plan or Individualized Education Program.Qualifications:Education/Certification:• Bachelor's Degree from accredited college or university Required• Texas Elementary, Special Education, or Reading Certification Preferred• Credentialed as either a Certified Academic Language Practitioner (CALP), Certified Academic Language Therapist (CALT), or Licensed Dyslexia Therapist Preferredo If not credentialed - willingness to complete CALP and/or CALT training program provided by ILTexas with associated service agreement RequiredSpecial Knowledge/Skills:• Knowledge of the Reading Process and Multisensory Dyslexia Intervention• Knowledge of the Section 504 Process• Knowledge of the Individuals with Disabilities Education Act• Knowledge of Tired Intervention under Multi-Tiered System of Supports• Knowledge of the Interpretation of DataExperience:• 1 Year Successful Teaching Experience PreferredMajor Responsibilities and Duties:Instruction1. Participate in dyslexia screening and assessment initiatives.2. Implement the ILTexas dyslexia curriculum programs with fidelity.3. Provide evidence-based, multisensory structured literacy instruction for students with dyslexia.4. Contribute to and attend Section 504 meetings and Individualized Education Program meetings.5. Monitor and respond to student progress.6. Utilize the critical evidence based components of dyslexia instruction as outlined in the state Dyslexia Handbook.Classroom Management7. Create and maintain a safe classroom conducive to academic, social, and emotional growth.8. Maintain classroom discipline through the ILTexas student code of conduct.9. Implement Behavior Intervention Plans with fidelity.10. Maintain all records in accordance to Federal, State, and Local policy and procedure.Compliance11. Comply with policies established by federal and state laws, State Board of Education rule, and board policy. Comply with all charter and campus routines and regulations.12. Maintain confidentiality.Other13. Maintain required professional certifications, licenses, and/or enforcements.14. Comply with credentialing programs and requirements.15. Any and all other duties as assigned by immediate supervisor.16. Work collaboratively with all stakeholders.Supervisory Responsibilities:None.Mental Demands/Physical Demands/Environmental Factors:Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twistingMotion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds)Environment: Occasional charter-wide travelMental Demands: Work with frequent interruptions; maintain emotional control under stress This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Mission StatementUplift's mission is to create and sustain public schools of excellence that empower each student to reach their highest potential in college and the global marketplace and that inspire in students a life-long love of learning, achievement, and service in order to positively change their world.Equity Vision StatementUplift Education proactively engages scholars, families, and staff members to thrive as their authentic selves and partner in the journey required to identify, address, and correct existing and potential inequities.Primary Purpose:Provide students with appropriate educational activities and experiences that will enable them to fulfill their potential for intellectual, emotional, physical and social growth. Help students develop the skills necessary to be a productive member of society.Duties/Responsibilities:School ResponsibilitiesArrives at school 15 minutes before carpool and is available for assigned duties or set-up (7:15 am).Stays at school until time designated by School Director/Managing Director or as business necessitates.Participates in school-wide and individual professional development, including the 2 -3-week summer session.Attends and participates in all staff meetings.Performs necessary duties including but not limited to bus, morning, lunch, and after noon duties.Chaperones field lessons and field trips.Abides by all state and federal mandates in reporting sexual or physical abuse and neglect.Upholds the code of conduct and all school policies.Maintains and supports a positive professional school culture.Models behavior within the code of conduct.Supports and follows directives of campus administrators.Clerical, instructional, and behavioral support for scholars as needed.Enrolled in and complete all Texas Reading Academies Training.Team ResponsibilitiesWorks as part of interdisciplinary team planning and aligning and integrating curricula that will be consistently assessed. Attends all grade level meetings.Works with grade level to address and resolve student issues.Classroom ResponsibilitiesCreates rigorous and engaging long-term, quarterly, weekly, daily, and lesson specific lesson plans.Sets clear short-term and long-term goals to drive instruction.Maintains a productive, safe, and focused learning environment.Consistently enforces Uplift Education's core mission and values.Creates and provides meaningful and frequent assessments in a timely manner, utilizing the daily conference time to do so.Provides necessary accommodations and modifications for growth and success of all students.Effectively teaches the adopted curriculum, the Uplift curriculum and the International Baccalaureate components.Goes above and beyond to ensure all students are meeting appropriate standards.Keeps parents well-informed about students' progress, providing frequent feedback in accordance with campus guidelines, weekly assessments and quarterly report cards.Maintains an open-door policy.Upholds all school policies within the classroom.Ability to communicate effectively with students, parents, staff, and public agencies in support of the attendance program.Complete network and/or state-mandated trainings by due date.Qualifications:Education, Experience, and/or Certification(s)Education Requirements: Bachelor's degree (B.A./ B.S.) from an accredited college or university required. Master's Degree is preferred but not required.Experience Requirements: Previous Teaching experience a plusSpecial Skills/Certifications:Must have valid Texas Teacher Certification or be enrolled in an Uplift designated certification course.All K-3 teachers, including special education teachers, and principals are required to attend the HB 3 Reading Academies by the end of the 2022 - 2023 school year. Required Skills/Abilities:Communication Skills: Bilingual Skills: Spanish speaking a plusTechnology: To perform this job successfully, an individual should be proficient in Microsoft Office applications (Excel, PowerPoint, Word and Outlook). Ability to use basic office equipment. The ability to learn and use other software as necessary.Physical Demands/Environmental Factors:Physical Demands: The 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. Employee must be able to maintain emotional control under stress. Occasional prolonged and irregular hours will be necessary. While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to use hands to finger, handle, or feel and reach with hands and arms. The employee is frequently required to stand, walk, and use stairs. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, depth perception, and ability to adjust focus.Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The noise level is low to high and may have frequent interruptions. There may be activity from other employees and students of a distracting nature.Starting Salary: $60,000Uplift Education is an equal employment opportunity employer and will not discriminate against any employee or applicant on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, veteran status, or any classification protected by federal, state or local law.

Starting 2024-2025 School Year!About UsFamily Life Academy Charter School (commonly called FLACS) is a network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12.Family Life Academy Charter Schools is currently seeking dynamic educators whoValue collaboration with like-minded educators who believe that education is activism. Want to work in an environment where all students are scholars and academic excellence is the norm. Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments. Desire to work in a place where their skills will be nurtured through an embedded professional development program.Job DescriptionUnder the supervision of the School Principal, the Chemistry Teacher engages students in learning to develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives. Using a shared FLACS Network Science curriculum aligned with the NYS Science Learning Standards and the New York State Next Generation Learning Standards for Literacy in History/Social Studies, Science and Technical Subjects, the Chemistry Teacher will design daily lesson plans that are responsive to diverse learning needs of all students including general education, students with disabilities and English Language Learners, and hold all students to high academic expectations. The Chemistry Teacher is primarily responsible for teaching one course preparation, but may be required to teach additional preparations (i.e., an advisory course, AP Course, elective course, or remedial support workshop).Key ResponsibilitiesCreates academically rigorous, standards-based, culturally relevant lesson plans that foster critical thinking and problem-solving and prepare students for the NYS Regents examinations, Advanced Placement, and/or collegiate level coursework. Utilizes student-centered instructional strategies to engage students and differentiate teaching based on the diverse, individual needs of students including those with disabilities and ELLs. Implements units using common network curriculum resources, maps, frameworks, pacing documents and instructional philosophies to ensure alignment across our schools from kindergarten through high school graduation. Integrates literacy skills across their curriculum area, includes explicit vocabulary development and prepares students to read, write, speak and listen within this discipline. Coplans and co-teaches with Special Education teachers and English as a New Language teachers, either as part of an ICT model or to support students through differentiation of materials. Analyzes data from ongoing formative and summative assessments to refine instructional practices and impact student achievement. Maintains strong classroom management and implements school wide policies and procedures to ensure a safe, caring and orderly school environment. Establishes a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships. Grades student work and provides students with actionable feedback, and returns work and enters these grades into online systems shared with students and families promptly. Seeks to actively know students' strengths and challenge areas and communicates these effectively with families using online portals, report cards and other means. Participates in professional development, professional learning communities, grade-level activities and school wide functions. Shares best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups.Professional ResponsibilitiesUpholds the FLACS mission, core beliefs, and educational philosophy. Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness. Has high expectations for students and for themselves as an educator. Demonstrates self-motivation and willingness to be a team player.QualificationsBachelor's degree is required; a Master's degree is preferred. New York State Teaching Certification in Chemistry (grades 7-12). Prior satisfactory teaching experience, especially in an urban school, is preferred. Dual certification in English to Speakers of Other Languages (ESOL) or Students with Disabilities is a plus. NYS Department of Education fingerprint clearance and criminal background checks.It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex) or prior record of arrest or convictions (except as provided by law), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law.