Chess Teacher

Educational Alliance, a 134-year-old New York institution, is a vibrant, dynamic organization serving New Yorkers from all walks of life. We serve everyone regardless of the language they speak, where they come from, or their socioeconomic status. We believe that everyone should have a chance to live a better life and that arts and culture, education, health and wellness, and social services can help lay that foundation. JOB PURPOSE Teachers are responsible for creating and implementing high-quality programming for After School. We are currently hiring for the following Teaching positions: Gymnastics/Aerobics Teachers are passionate about teaching their area of expertise in an informal, inclusive, educational setting. KEY RESPONSIBILITIES AND ACCOUNTABILITIES Program Management - Submit weekly lesson plans to After School Program Manager, using the provided template - Develop and execute 40-minute-long weekly enrichment activities for groups of up to 18 students at a time grouped by age and inclusive of varying needs and abilities. Each enrichment class will take place across an 8-week progressive timeframe, also known as ‘quarters'. - Incorporate After School values and seasonal themes rooted in Jewish sensibilities into programming Logistics - Be responsible for overall cleanliness and organization of spaces and supplies - Work with After School Assistant and Program Manager on ordering of supplies for enrichment classes, as well as maintaining an organized inventory and balanced budget - Exhibit and maintain strong time management capabilities - Communicate as needed with Afterschool Program Manager and Inclusion Manager regarding student needs and concerns ** Leadership and Supervision** - As a member of the After School Teaching Staff, model professional behavior for students and other staff at all times - Attend required days of orientation and staff meetings as needed - Proactively solve problems and motivate colleagues as difficult moments present themselves throughout the day; encourage flexibility and understanding as means to achieve common goals - Establish and promote a commitment to the mission and vision of Afterschool - Develop clear roles for Group Leaders during programming - Learns and implements Afterschool’s restorative approach to supervision and behavior management JOB REQUIREMENTS Education and Experience - Bachelor’s Degree or equivalent experience required - 3+ years of experience working with elementary school-age children - Professional-level experience in their field of expertise - Previous experience as a supervisor or mentor preferred - Excellent organizational and oral communication skills - Ability to interact with children and colleagues of diverse cultural and social backgrounds - Fast learner with ability to work independently and collaboratively - Be available to work from 3:30-5:30pm at least one day per week (preferably Wednesday)

POSITION SUMMARY Nursery Care and Classroom Assistant provides care for infants and toddlers of parents who are on site in adult programming. The ability to communicate fluently (verbal and written) in Spanish and English will be required. The Nursery Care and Classroom Assistant will interface with the parents to meet their child’s individual needs and developmental stages. The Classroom Assistant for Children and Family provides lesson planning, teaching, and support to the Children and Families Faith Formation and Education programs on Sunday mornings. The payrate for this position is $20-30 an hour. Weekly Schedule: Sunday (8:30am-1:30pm) Monday-Thursday (9:30am -12:30pm) mornings Saturday flexibility Seasonal church Holy Days are mandatory (Christmas Eve, Palm Sunday, Easter Sunday). ESSENTIAL DUTIES AND RESPONSIBILITIES Support but don’t rush parent-child separation. Ask and listen to parents’ description of the baby’s current feeding, diapering, and sleep needs, as well as their physical and emotional status and developmental abilities including language preference (for verbal and non-verbal babies). Make sure anything that is left with the baby (car seats, diaper bags and contents, etc.) are labeled and used only for that baby. Provide comfort and stimulation to each baby in accordance with the individual baby’s needs and parent’s requests. Confirm pick up time and the parent’s program location in Trinity Commons or church. Comply with TCWS safety and health policies and procedures. Maintain a hygienic and organized space, and track supply inventory. Work with manager, other staff, and volunteers to prepare and deliver faith formation content and experiences in person with children, ages 3-12, as per direction from the manager. Classroom set up and clean up. Smart board set up, if needed. Check in/out students with software program. Materials/supplies preparation, clean up, maintenance. Full compliance with Safe Church, and all Trinity HR trainings and privacy policies. Provide hands on Childcare and Supervision, including but not limited to: feeding, dressing, toileting support as needed, (within policy compliance), model and enforce Trinity’s safety and security policies, maintain and enforce Trinity health and hygiene policies, maintain and enforce Trinity space usage policies, transition children to different spaces, maintain and support classroom policies and best practices. Provide support and communication to parents, other staff, and volunteers. Maintain awareness and sensitivity for all students with special needs, allergies, known medical or emotional needs, as per parent/guardian’s instructions and Trinity policies. REQUIRED KNOWLEDGE, SKILLS, AND ACTIVITIES 2+ years experience working with infants and children, ages 0 - 12 2+ years experience working in an education setting with children Ability to communicate fluently (verbal and written) in Spanish and English Excellent oral communication Excellent reading skills Patience and warmth for children and parents Able to take direction and follow curriculum (regardless of personal beliefs) Available to work on any Sunday morning Experience/training on Hybrid learning equipment and software Experience/training with event management systems Detail oriented Creative Friendly Reliable Ability to manage multiple concurrent tasks Able to work collaboratively Able to extrapolate and take initiative Role flexibility: able to work with any student age group and any team teacher PREFERRED EDUCATION, EXPERIENCE, AND CREDENTIALS Bachelor’s degree, or some college (Education or Theology, a plus) Experience providing childcare for infants and toddlers 2-5 years experience in a religious setting or community a plus Ability to work with multi-media First Aid/Child CPR certified, a plus Excellent ability to engage with children at their developmental level Excellent ability to engage with parents

WILLIAMSBURG CHARTER HIGH SCHOOL - Certified Teacher WCHS’s powerful educational program enables every student to graduate well-prepared for college and the world beyond it. Most importantly, all WCHS students mature intellectually, socially, and morally as a result of being an active member of a school community that endorses high expectations that challenge each student to achieve his/her full potential. In order to fulfil its mission, WCHS is looking for exceptional teachers. Our teachers play very critical roles in realising the core mission, philosophy, and unique youth-centered approach to the school’s educational design. WCHS teachers are not just classroom teachers, but school teachers—educators that are committed to facilitating the entire learning and instructional process and coaching young people to become independent learners, thinkers, and researchers. Prospective Williamsburg Charter High School Teachers: Are committed to the idea that every child can succeed at high levels Believe that they have been called to teach and empower young people Demonstrate a commitment to providing students with a rigorous academic experience Are resilient, resourceful, relentless, and well-able to adapt to the many changes that can happen in an organization focused solely on doing what is best for students Excel at working in a highly collaborative, professional setting but can also work independently Understand the unique needs of the community they serve as well as the complex issues that affect urban youth and their families Are committed to inquiry-based teaching Engage a youth development approach in their interactions with young people by being sensitive to their developmental needs Are passionate and positive about school culture Feel full responsibility for students’ achievement Love ‘the details’ and realise that student success depends almost exclusively on them Are reflective and willing to improve upon their practice through professional development and support Effectively manage their time, resources, and technology Are convinced of the transformative power of education for all students, families, and educators Position Description The ideal Williamsburg Charter High School teacher will provide our students with rigorous instruction. They will be responsible for the following: Teacher as Advisor As students transition to high school, one of the things they could lose is the comfort of having a teacher who understands their background, challenges, and successes. Research has shown that this relationship is a key part of having students feel accounted for and by extension, accountable. In support of our students, our teachers are also Advisors to between 12-15 students for the duration of their high school career. This allows the teacher to become a part of the developmental process of their students and allows each family to have a primary contact within the school at all times. Advisors serve students and families by: Taking complete ownership of the academic, behavioral, and overall success of a group of 12-15 students Ensuring advisees are in attendance, punctual, excelling in all their classes, and seeking out appropriate support Creating an advisory period that acts as ‘home base’ for each student Being the academic expert on each advisee Acting as the liaise between the student, the family, and the school teams Teaching the advisory curriculum that has been created for their advisees’ grade Accompanying advisees on educational field trips as determined by the School Leader Contacting their advisee’s families a minimum of seven times a year and responding within 24 hours to all communications from their advisee’s families Developing and overseeing Individual Student Support Plan plans twice a year for each of their advisees Facilitating discipline-related required meetings on behalf of their advisees Performing any other advisor-related duties as requested Ensuring Student Learning Through Data-driven Instruction: Prepare rigorous, student-centered lesson plans that will engage and motivate students to learn Plan standards-based units of study with clear, intended outcomes and goals in mind Provide meaningful feedback on student work to determine student progress and to make suggestions for improvement Proactively and relentlessly seek new ways to promote student learning Create thoughtful, standards-based assessments Work closely with school leaders and colleagues, using data to drive instruction and by extension, consistently raising student achievement and intervening with improvement plans and support for struggling students Have fun and pass the love of learning onto students! Design opportunities for students to use the world around them as a classroom through field trips and or/inviting guests into the classroom as appropriate Hold students to high behavioral and academic expectations and support students to succeed Model professional and collegial behavior for students Engage in the process of collaborative evaluation with school leaders Ensure that students are well-prepared for all New York State exams and WCHS interim assessments Personal Commitment to On-Going Learning Participate in all assemblies, meetings, school-sponsored events, and professional development activities offered during or after work hours Participate in focus groups, evaluations, and committees as requested to assist with the constant improvement of the school as a whole Participate and support WCHS open-door classroom policy, allowing parents and teachers and other stakeholders to informally observe your work and actively seeking to observe the work of your colleagues for professional development Positively Contributing to Student and Teacher Culture Arrive at school no later than 7:55 AM (to ensure that the classroom is clean, supplies are prepared and the instructor is ready to receive students) and leave no earlier than 3:10 PM (to hold necessary interventions, hold office hours, attend school meetings, and to ensure that students that need extra help are able to receive it). Even with these times parameters in mind, we ultimately seek educators that will simply do whatever it takes and will work relentlessly to ensure each student’s learning is maximized Teach four class periods per school day Serve two periods of School Service per week as determined by his/her supervisor (e.g., Study Hall supervision, cafeteria duty, hallway duty, monitoring of student entry and exit, etc.) Cover at least five periods per semester for absent teachers Proactively involve the student’s family in their learning through regular communications including (but not limited to): weekly informal communication via emails, notes, telephone calls, and meetings Realise that although student achievement is central to our work, Williamsburg Charter High School graduates are not just academically well-prepared, but also good citizens of their community. The cornerstone of our ideology is based on providing students with life skills and a sense of responsibility to their community in addition to an excellent education Share expertise and curriculum with colleagues Respond to all school-related communications within 24 hours, including but not limited to voicemails and emails, from Williamsburg Charter High School faculty and staff (including supervisors and other teachers) Attend and participate in school-related activities and events outside of normal school hours (e.g., Parent Advisory meetings, Back-to-School Night, field trips, student events, and performances, etc.) Adhere to the WCHS Student Handbook, Teacher Handbook, Personnel Policies, and Instructional Manual Education and Credentials Bachelor’s degree At least two years of experience teaching in an urban high school setting New York State certified 7-12 New York State Fingerprint clearance Please apply.

**Job Title:** Pre-K Substitute Teacher Location: Academy of Hellenic Paideia, Astoria, NY Type: Full-Time Temporary (Maternity Leave Coverage) About Us: At Academy of Hellenic Paideia, we’re more than just a school—we’re a nurturing community where every child is valued and cherished. Our small, close-knit environment allows us to provide personalized attention and create a loving atmosphere where young learners thrive. We are dedicated to fostering a positive, engaging, and supportive space for our children and staff alike. Position Overview: We are seeking a dedicated and enthusiastic Pre-K Substitute Teacher to join our team while one of our cherished teachers is on maternity leave. This role will involve covering a Pre-K classroom, with potential to extend into a substitute position for our 3K and Pre-K classrooms for the remainder of the academic year. If you are passionate about teaching little friends, have a Bachelor's degree in Early Childhood Education (or related field) and are eager to make a difference in young lives, we would love to meet you! Key Responsibilities: Classroom Management: Create a welcoming, safe, and engaging learning environment for children. Lesson Implementation: Follow lesson plans and adapt activities to meet the needs and interests of the children. Encouraging Development: Foster social, emotional, and cognitive growth through age-appropriate activities and interactions. Collaboration: Work closely with other teachers and staff to ensure a cohesive and supportive classroom experience. Communication: Maintain open and positive communication with parents and guardians regarding the children’s progress and needs. Qualifications: Education: Bachelor’s degree in Early Childhood Education, Child Development, or a related field preferred. Experience: Previous experience in a preschool or early childhood setting is highly desirable. Skills: Strong communication skills, patience, creativity, and a genuine love for working with young children. What We Offer: Supportive Environment: Be part of a team that values and supports each other in creating an exceptional learning experience for our students. Professional Growth: Opportunities for professional development and learning. Impactful Work: Play a key role in shaping the early educational experiences of our young learners. Warm Atmosphere: A caring and inclusive workplace where your contributions are appreciated and valued. How to Apply: Please submit your resume and a cover letter detailing your experience and why you are a great fit for this role. Join us at Academy of Hellenic Paideia and help us make a positive impact on the lives of our youngest students!

afterschool teacher who can work from 2:30- 5:30 pm to wwork with children ages 3-12 years old

Accel Learning is a young fast growing education startup based in Secaucus NJ. We offer learning opportunities for students of all grades (K-12) in Math, Language Arts, Science, Computer Programming, Smart Phone Game App Development, Chess, Robotics, Music and Arts! We are interested in a creative, fun, energetic and kids-friendly teacher for Math and English who can help kids not only learn the subjects, but also help them instill love for the subjects. Instructors will: - Teach Math & English lessons (K-5 to an audience of 3-4 students in classroom setting - Assign & Review daily lessons and homework - Administer quiz & test - Help students with homework, upcoming tests and clearing concepts - Provide feedback of students progress to parents - Promote positive, friendly and fun learning atmosphere If you are driven by the passion to teach, Contact us now! Reply back with response to the following questions: 1. We are based in Secaucus NJ. Are you comfortable with traveling to either of this location? 2. This is a part time job with 10-15 hours/week. Are you OK with this? 3. What is your expected hourly rate? Qualifications PRIMARY: - A passion to teach - coupled with the ability to teach - Knowledge of Math and English - Experience in teaching OTHER: - Dependable and professional (most important) - Ability to maintain a high sense of confidentiality - Able to work with a wide variety of students - Exceptional organization and time management skills - Above average “customer” service approach

The Lead Teacher will be responsible for, but not limited to: * Foster a learning environment that stimulates children's growth and development - Ensure compliance with DOE and DOH regulations - Develop and maintain a constructive and ongoing rapport with children and parents/families/caregivers - Collaborate with other teachers to ensure that the school fosters an environment that is inviting and nurturing for every child - Attend professional development meetings and staff training sessions - If you are passionate and enthusiastic about working with children and have previous experience in an Early Childhood learning environment, please apply today! - Qualifications: - -Must be 21 years of age - -Bachelor’s Degree in Early Childhood Education or at least 9 college credits in education - -2+ years’ experience in teaching in an Early Childhood setting - Must be reliable, responsible and possess a professional demeanor - Excellent verbal and written communication skills

Teacher 2024 - 2025 About Tribeca Preparatory Tribeca Prep is a 12-month independent special education early childhood and elementary school. Our goal is to prepare our students for a less restrictive environment by developing their academic and social skills. Through our cohesive team of teachers, specialists and therapists, we offer our promising learners in grades PK-8, a rigorous, learner-centered, education with integrated support that fosters independence and self-advocacy. Head Teachers will provide academic instruction and social-emotional support to students in collaboration with our Director of Education and our related service providers. Our classrooms consist of six to eight students who have similar needs in the areas of communication, academic skills, and social emotional skills. The classroom includes a number of instructors based on the students’ needs. The head teacher is responsible for student assessments and creating, implementing and overseeing the delivery of an individualized program of instruction for each student. The Head Teacher is also responsible for working with instructors to ensure that students’ academic goals are met in a positive learning environment. Position Start Date: Immediate About the Position Qualifications: ● Bachelor’s/Master’s degree in elementary education, special education, Applied Behavior Analysis or a related field. ● Knowledge and skills in working with children with autism, ADHD and other developmental and learning disabilities. ● New York State certification in Special Education. ● New York State certification in Early Childhood Education Responsibilities: ● Plan and implement high-quality, engaging lessons that are differentiated to meet the learning needs of the students and adhere to the common core state standards. ● Regularly assess the students and the curriculum to adapt content and instruction as appropriate; communicate assessment results to parents. ● Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs. ● Maintain accurate records and carefully managed portfolios of student work to illustrate and record progress and achievement. ● Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintain a high level of expectation for student success. ● Communicate with parents and guardians to provide feedback on students academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails (daily emails/phone conferences may be required). ● Provide quarterly progress reports for all students. ● Attend all faculty meetings and required special events. Successful candidates for the position should possess the following qualities: ● Special Needs Experience: They should have prior experience working in special needs learning spaces. They should possess deep knowledge and passion for their area(s) of specialty within special education, allowing them to effectively cater to the diverse needs of the students. ● Creative Designers of Learning: They should be creative in designing learning experiences that engage students. They should leverage student interests, real-world problems, and professional tools/experts to create purposeful experiences that drive student learning. ● Excellent Communicators: They should excel in communication, actively listening, and asking probing questions. They should be able to engage with all members of the school community and strike a balance between candor and empathy. All staff understands the importance of data and report writing as this information is vital to each student’s growth. ● Community and Collaboration Focused: They should prioritize community and collaboration. Successful candidates recognize the value of divergent viewpoints and understand the importance of leveraging them for collective improvement and building positive relationships. Salary: Salaries are competitive and based on experience and training. Tribeca Prep offers a competitive benefits package, including (80%) employer-paid health insurance, dental/vision insurance options, 401k matching options, and ample professional development opportunities. To apply for this position please submit your resume. Please be advised that applicants will be subject to fingerprinting and a criminal record review pursuant to Article 43 of the New York City Health Code. AN EQUAL OPPORTUNITY EMPLOYER It is the policy of Tribeca Preparatory to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation.