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An Invitation to Apply for the Position of Founding 5th Grade Teacher (Available 2024-2025) Girls Prep Bronx School II (Grades K-8) - In Fall 2024, school will be located at 263 E 203rd St. Bronx, NY

What Sets Public Prep Apart? 

Public Prep is a network of single-gender K-8 schools and co-ed PreK rooted in the belief that all scholars can and will achieve exemplary academic results. In addition to rigorous, joyful and engaging academics, Public Prep emphasizes social-emotional learning as critical to supporting the whole child.  Strong learning partnerships between families and staff are key to living out our core value of community and building the collaborative structures needed to ensure that our scholars are loved and supported both at school and at home. Each school has a deeply committed leadership team and staff that strives to work collaboratively to build a warm, joyful, and rigorous culture. 

Public Prep is committed to investing in our adult learning culture.  As a team member at Public Prep, you can anticipate a learning environment where the best interest of scholars, their growth, and success is at the center of everything we do. As such, we tailor adult development opportunities to ensure that  high expectations, the embodiment of a growth mindset, displays of humility, and data-informed decision-making is evident in our work. Our professional development takes place within coaching cycles, ongoing observation and feedback, and targeted professional development opportunities within the network and from outside providers.  

Public Prep offers a competitive salary commensurate with experience, qualifications, and internal equity. The salary range for this position is $67,000-$89,898. We know that the quality of our benefits is important for our adults and their families, so we offer a comprehensive total rewards package that includes Oxford Medical, United Dental/Vision, life insurance, wellness benefits, a flexible spending account, paid time off/leave benefits, commuter benefits, referral bonuses, professional development, student loan repayment assistance, homeownership programs,  and a 403(b) package with a 5% employer match. Our employees also qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness.

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

Primary Function & Position Overview

As an educator at Public Prep Academies we encourage our students to build independence as  learners.  We fully support the development of our educators to broaden their interpretation of culturally and linguistically diverse students’ learning behaviors. Lead Teachers at Public Prep elementary schools are held accountable for the academic and social-emotional success of each of the students in their classes and must consistently plan for, and monitor the progress, of each of their students in order to meet this responsibility. The Lead Teacher reports to the Academic Director or Principal.

Lead Teachers meet regularly with their grade-level team members and other collaborators in order to address planning curriculum, analyzing data, organizing and developing family communication, discussing and implementing academic and behavior intervention, and academic learning goals for all students. They are responsible for content instruction in mathematics, English Language Arts, and social studies, and social-emotional learning. 

In Integrated Co-Teaching (ICT) classrooms, collaborators include a Special Education Co-Teacher who is certified in special education. Lead Teachers also work closely with Interventionists who provide special education services, and other academic support service providers, such as English as a New Language (ENL) Interventionists.

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

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

Duties & Responsibilities

Instruction and Preparation

• Address the learning needs ofalllearners in your classroom.
• Plan instruction that creates independent learning opportunities for students.
• Present a passion for learning, growth mindset and a love for reading.
• Provide cognitively engaging lessons and learning activities.
• Provide authentic opportunities to process content.
• Use data to drive decision making for your students that will increase student outcomes.
• Deliver high quality Core Content integrating Social Emotional instructional practices.

Relationship Building and Student Support

• Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and Staff).
• Make space for student voice and choice.
• Use the principles of restorative justice to manage conflicts and redirect undesired behavior.
• Manage student behaviors and use mistakes as learning opportunities.
• Hold a high bar for effort, persistence and quality of work.
• Celebrate progress and recognize student achievement.

Family and Community Engagement

• Create positive relationships by showing care and trust with families.
• Provide weekly communication touch points for families.
• Invite families and caregivers to participate authentically within the classroom and learning opportunities.
• Provide families with the tools and tips that they can work on and support their students at home.

Professional Responsibilities

• Commit to being reflective and responsive to feedback that will impact your practice.
• Participate in school and network wide professional development opportunities including but not limited to mentorship, coaching coaching cycles, observation and feedback rounds.
• Constantly reflect on your practice, content knowledge and pedagogical skill.
• Maintain accurate records for grading, progress monitoring and communication.
• Collaborate with colleagues and invest in yourself as an adult learner.
• Supporting the school as directed by the Principal/Academic Director.

Qualifications

• A bachelor's degree from an accredited college or university
• An M.A., Ed.M or master’s degree in the relevant content area, preferred
• New York State Certification for relevant grades and content area, or demonstrated process towards receiving reciprocity for certification from other states
• A minimum of 2 years of demonstrated success as a full-time elementary classroom teacher
• Demonstrated success working in a high-performing, urban school setting preferred
• Preferred candidates who have a desire to work with a diverse population of students and linguistic backgrounds
• Evidence of excellence in teaching through continuous learning and data analysis
• Exceptional organizational and planning skills
• Superior communication skills
• An ability to work collaboratively
• A commitment to single-gender education