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Job Description This is an early hire position for the 25-26 SY Teacher Vision Pharos Academy Charter School is looking for a teacher who is an "uber" kid person. The ideal candidate absolutely loves to teach, train, and push students both academically as well as behaviorally. There is an understanding that messing up and failure is a natural and welcomed part of the learning process. In this teacher's classroom, all students are treated with dignity at all times and students are taught non-academic skills like hard work, collaboration, kindness, and receiving feedback. In addition to being a kid person, the ideal candidate has a penchant for planning, preparation, using data, and being pushed to excellence. This teacher understands that what happens before students enter the classroom (intellectual preparation) drives what happens in the classroom and ultimately determines student achievement and success levels. What We Are Looking For • Commitment to daily and long-term instructional planning and preparation to ensure students get the most out of each class., • Commitment and drive to constantly learn and improve practice through implementing feedback from instructional leadership, peers, parents, and students to better serve and meet the needs of all students., • Commitment to using data to improve short term and long-term student achievement goals., • Full accountability for student academic outcomes and classroom culture and a steadfast belief that all students can achieve., • Competitive salary based on performance driving student outcomes. Starting salary is $80,000., • 401k plan with employer matching of 5%., • Comprehensive benefits package - Medical/Dental/Vision., • Employee Assistance Program (EAP) to further support employees., • Weekly one-on-one instructional coaching., • Weekly school-wide or departmentalized professional development., • Bachelor's degree in secondary education and/or English/Literacy related content area with a minimum grade point average of 3.0 overall., • Proficiency in content area applying for, and clear understanding of how to relate content to the real world., • Experience working with school-aged children (middle or high school aged) in an academic or youth development setting., • Commitment to helping students work through mistakes while building pro-social and academic skills., • Experienced teachers must show a proven track record of achievement in the classroom., • At minimum, 75% of all students meet grade level standards in content area as measured by internal assessments and state assessments (if applicable)., • At minimum, 33% of all students will exceed proficiency (level 4) in content area as measured by the internal assessments., • At minimum, 90% of students will show growth in in content area as measured by the internal assessments., • At minimum, 75% of students will meet grade level non-academic standards/goals as measured by internal assessments and performance tasks.Full-Time Teacher Pay Range$80,000—$115,000 USD

Job DescriptionSalary: $67,789 - $104,578 Teaching at Brooklyn Lab is unlike teaching in a traditional environment. Our teachers know the individual strengths and areas for growth of each of their scholars. By design, our schools are small communities where every scholar is seen, known, and heard. Our faculty understands the value of collaboration. They share best practices across the teams and contents, engage in weekly professional development, get individualized feedback from passionate coaches, and work as a team to provide their scholars with a high-quality education. We invite you to be part of a transformation in education and to inspire a diverse group of scholars with a lifelong love of learning. We are an unapologetically college preparation program, and we know that exceptional results require exceptional preparation. We have an extended school year and school day, from 8:00 am - 4:00 pm, to ensure our scholars grow at exceptional levels. In this role, we are seeking an AP US History Teacher RESPONSIBILITIES: • Provide instruction utilizing rigorous lessons aligned with the Common Core, • Commit to internalizing provided curriculum to prepare every student for high school graduation and success in a four-year college or university, • Facilitate student learning and differentiation and embody our inclusion for all model by utilizing differentiation and small group instruction to get results, • Utilize formative and summative assessments to inform and improve instruction, • Lead and own results of advisories that target the social emotional needs of our scholars QUALIFICATIONS: • A Bachelors Degree in the subject area to be taught (Masters Degree preferred), • Certification to teach in New York State or, willingness to become certified, • A proven record of academic achievement, as a student and an educator, • At least two years of experience working with students, • Experience teaching in urban and/or low-income areas preferred, • Commitment to LABs mission and vision for excellence, • A growth mindset and the ability to work as part of a team, • Comfort with accountability and the ability to absorb feedback for the development of your craft and the scholars in your care Whenever possible, LAB seeks to hire teachers certified in special education and/or teaching English to speakers of other languages, in addition to the subject they teach, to provide additional support to students with special needs and/or limited English proficiency. COMPENSATION Salary range: $67,789 - $104,578, commensurate with experience, education, and certification. In addition to competitive salaries, LAB benefits package includes: • Comprehensive medical, dental, and vision plans, • Short & long-term disability, • Life insurance, • Premium gym membership discount to LIFETIME GYM nationwide, • Pre-tax commuter and parking benefits, • 403(b) retirement plan with employer contribution, • Annual professional development allowance BECOME BROOKLYN LAB! Brooklyn LAB is an equal opportunity employer that welcomes candidates of diverse backgrounds and is committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA). COVID-19 VACCINATION POLICY To prioritize our school community's well-being, health, and safety, Brooklyn Laboratory Charter School will require all staff members to have completed their full COVID-19. In compliance with federal and state laws, we will be offering exemptions to employees who, for medical or strongly held religious reasons, cannot be vaccinated.

Job Description About the American Dream School The American Dream School (ADS) is a dual-language (Spanish/English) 6-12 school in the Mott Haven area of the South Bronx. We offer a project-based program that cultivates bilingualism and biliteracy. The mission of the American Dream School is to develop academic excellence in both Spanish and English, preparing students to excel in college and become leaders in their About the Position The American Dream School is seeking a fully bilingual (Spanish/English) motivated, goal-oriented Math Teacher. Our Math department seeks to introduce students to scientific thinking, equipping them with the knowledge as well as analytical and problem-solving skills that will prepare them for further studies at the college level. We aim to equip students to be responsible citizens in a world shaped by science. We challenge students to gain a genuine understanding and enjoyment of science including its application in real-life situations. Responsibilities: INSTRUCTIONAL • Implement and support in the development of a rigorous cutting edge Math program that develops scholars as problem solvers and analytical thinkers., • Develop and teach clear and engaging lessons that follow the rigorous, Common Core-aligned American Dream curriculum, • Hold students accountable for high behavioral expectations and implement American Dream’s behavior management system with consistency, • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards using Illuminate Education, our assessment platform., • Implement a co-teaching model consistently to best support student learning needs., • Promotes a sense of urgency in learning, • Assist in the distribution, collection, and grading of tests and homework assignments, • Create meaningful interim assessments that will help drive instruction and prepare students for success on the Regents Exam, • Maintain accurate records and create reports, • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom, • Prepare reports on student academic performance for staff and/or administrators, • Tutor and assist students individually or in small groups, • Create annual goal for students’ IEP, • Implement and track the progress of annual goals of students’ IEPs as it pertains to your content area, • Write progress reports (Present levels of Performance) for students as requested, • Participate in yearly IEP conferences, • Teach one section of an elective course, credit recovery or serve as an advisor for a student club, • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual Teacher Academy, • Participate in teacher-parent conferences regarding students’ progress or problems, • Supervise and manage students in all spaces and during transitions, upholding ADS core values, rules, and policies, • Instruct, maintain, and monitor students in the use and care of equipment and material, • Assist with breakfast/lunch duties, as needed, • Actively participate in opportunities to strengthen her/his own pedagogical skills as well as contribute to the learning of colleagues, • Contribute to the school’s smooth and efficient operation by fulfilling required administrative duties, responsibilities, and maintaining open and proactive communication with colleagues, • Create and maintain bulletin boards to showcase student work Demonstrates punctuality and reliability, fostering accountability in teaching responsibilities and contributing to a positive, professional work environment. • Bilingual Spanish/English, • Bachelor’s degree in Mathematics or related field, Master's preferred, • New York State Teaching Certification, • Strong organizational, data tracking, and analysis skills, • Maintain confidentiality, meet deadlines, complete assignments with consistent accuracy, • 401(k), • 401(k) matching, • Dental insurance, • Health insurance, • Life insurance, • Paid time off, • Retirement plan, • 8 hour shift, • Spanish (Preferred) Powered by JazzHR jcfLAjDMwG

Job DescriptionDescription: We are currently looking for a Preschool Special Education Teacher to join our team at the William O'Connor- Midwood School. This position includes a $5,000 SIGN-ON BONUS! Why Join ADAPT? It is more than a job; it's a calling. It is where passion meets purpose. ADAPT Community Network, formerly United Cerebral Palsy (UCP) of NYC (New York City) provides a multitude of services to people with developmental disabilities. At ADAPT, we are 3,000 strong, and it takes every one of us to empower the lives of the people we support. With care and great resources at hand, we know what it takes to help people live fuller, happier, healthier lives. Our employees show their commitment to the people we support every day, and we all deliver on our promise to provide innovative and comprehensive services to individuals with developmental disabilities. For your next career move, apply with us at ADAPT Community Network! Wherever you work among our many locations around New York City, ADAPT offers paid training, competitive benefits, and we foster a team culture of learning, support, collaboration and career growth. SUMMARY Under general direction, is responsible for conducting educational classes for special education pre-school or Early Intervention, in accordance with the needs of the students and in accordance with the regulations and requirements of the applicable governmental and other regulatory agencies. Acts as team leader of each student’s team. The Teacher is a management position and supervisory position. Is responsible for supervising Teacher Assistants assigned to his/her team. Interviews, effectively recommends hire, discipline termination, and suspension; resolving grievances, schedules, orient; responsibly directs; completes probationary and annual evaluations; and commends Teacher Assistants. ESSENTIAL DUTIES AND RESPONSIBILITIES The duties and responsibilities of the Special Education Teacher will include, but are not limited to the following: • Plans and conducts classes/activities adapted to needs of students., • Assesses and prepares IFSP/IEP’s. Implements and evaluates short and long-term goals and objectives., • Participates in activities pertaining to student transitioning., • Participates in Initial Evaluations and Intake processes., • Provides educational assessment and evaluation on students annually in all educational domains., • Prepares and adapts all individual and group lesson plans and materials, equipment and furniture arrangement and necessary modifications of environment., • Maintains records of daily attendance and progress. Writes periodic progress reports, annual reports and other data as requested., • Ensures that services are rendered to students with utmost regard for their personal dignity, privacy and confidentiality., • Participates in activities outside classroom where necessary, i.e. trips, pool, gym, libraries, lab, etc., • Serves and participates as a member at interdisciplinary team meetings, Annual Reviews, Parent Meetings, Special Review Committee meetings, In-Services, etc. as required., • Attends regular staff meetings, student reviews, district meetings and conferences., • Orients, trains, evaluates, delegates, supervises work of and effectively recommends hiring, disciplining, suspending and terminating of Teacher Assistants assigned to his/her team., • Obtains approval, requisitions and purchases class equipment and materials., • Assists with transporting students between buses and building as needed., • Implements universal precautions at all times., • Assists with toileting, feeding and positioning students as needed., • Attends supervisory and management meetings., • Assists students on arrival and departure with their outer clothing as needed., • Substitutes in another classroom as requested., • Participates in in-service training programs as requested., • Confers with director or other agency personnel regarding problems, questions and suggestions for programming or handling of students., • Initiates precautions within established framework to assure that own work is completed in a manner free from recognized hazards., • Attends parent meetings as requested. Confers with individual parents on program content and progress as it relates to their child., • Assists with curriculum development., • Provides supervision and training to student teachers., • Keeps abreast of changes in field. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Ability to read, write, speak and understand English., • Excellent oral and written communication skills, • Good organizational skills and ability to meet deadlines., • Proficiency in the use of a personal computer and appropriate software, • Good interpersonal skills necessary to interact effectively with coworkers, employees, children and their parents and outside contacts., • Must maintain confidentiality of student’s records, • Must maintain confidentiality of staff records, • Ability to analyze problems and determine corrective measures., • Master’s Degree in Special Education, • New York State Certification in Special Education Early Childhood (Birth-2nd Grade), • Meet all additional NY State Certification requirements. • OR - At ADAPT, we value diversity, equity, inclusion, accessibility, and belonging. We strive to ensure that our employees are comfortable bringing their whole, authentic self to work and that the people we support can also be their authentic selves. We value diverse backgrounds, opinions, ideas, and ways of thinking. We aim to build an inclusive and diverse workforce that is empowered and supported with leaders who create diverse and inclusive teams. We continuously seek opportunities for the organization to foster a more positive, respected, united, and collaborative culture. ADAPT Community Network is proud to be an equal opportunity employer and is committed to creating an inclusive environment for all employees. Qualified candidates of diverse ethnic and racial backgrounds and status are encouraged to apply for vacant positions at all levels. Requirements:

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon Middle School History teachers work in grade level teams and departments to push students towards being self-guided learners. Our teachers develop subject mastery and have a keen sense of the socio-emotional changes middle school students experience. History classes aim to empower students' voices and develop them into global citizens by emphasizing textual analysis, analytical writing, and discourse. Teachers also use engaging instructional strategies to make history come alive! At the conclusion of eighth grade, students are prepared for the academic autonomy and college preparatory focus of our high schools. Responsibilities 1. Instruction • You'll facilitate student-led discourse of historical topics, where students grapple with open-ended guiding questions, engage in peer-to-peer debate, and synthesize arguments., • You'll guide students to understand the author's claim and the power of sourcing while developing the skills of argumentation, corroboration, inquiry, and historiography through primary and secondary source analysis., • You'll teach an in-house curriculum that prioritizes the diverse histories of Indigenous peoples, African Americans, women, ancient cultures, and the impact all of these groups have had on the development of the United States., • You'll build an inclusive and safe environment where students are empowered to use their voices to express evidence-based opinions and perspectives. 2. Data Analysis • You'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. 3. School Culture • You’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 strategiesQualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Education, History, Geography, Political Science, Criminal Justice, Social Sciences, or the Humanities., • Prior to the start of employment, you must have a bachelor's degree from an accredited college or university. Teacher certification is not a prerequisite for consideration at Uncommon Schools in the state of NJ, but you do need to meet NJ state certification eligibility requirements (a final undergraduate or graduate cumulative GPA of 3.0 for graduates on or after 9/1/16, or 2.75 if you graduated prior to 9/1/16). All instructional staff are required to become certified in the state of New Jersey within a reasonable period after beginning employment. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $60,000 to $85,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $60,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • New Jersey Pension program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. 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 .

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon High School Science teachers work collaboratively across the network to prepare all students with the tools and knowledge to critically engage in the field of science and develop them into self-directed learners. At the heart of all Science courses is inquiry-based learning, including a robust focus on student discourse and the science practices. Science teachers employ a variety of instructional strategies to develop a passion for scientific questioning and analysis in their students. Our teachers prepare all students such that they have the choice to study and excel in any STEM discipline. We prepare all students to be citizen scientists that have the tools and knowledge to critically engage in the field of science regardless of their university major or professional career. Our teachers become experts in their course content and have a keen sense of how to motivate and inspire high school students. Responsibilities 1. Instruction • You’ll teach a curriculum that includes, but is not limited to, analysis of Biology, Chemistry, Physics, and Environmental Sciences that prepares students for Advanced Placement (AP) and collegiate level coursework., • You'll develop students’ practices skills of questioning, modeling, constructing explanations, data analysis, argumentation, and planning and conducting interactive labs., • You’ll create an environment where students feel confident using their voice to engage in scientific discourse., • You will facilitate student-led discourse, during which students use evidence to make sophisticated claims and synthesize and critique arguments., • You'll facilitate student-led inquiry of various scientific topics and engage students in lab and project-based performance tasks., • You'll work with the Science department to determine academic and engagement goals for students. 2. Data Analysis • You'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. 3. School Culture • You’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.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Science, Technology, Engineering, Mathematics, 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. Teacher certification is not a prerequisite for consideration at Uncommon Schools in the state of NJ, but you do need to meet NJ state certification eligibility requirements (a final undergraduate or graduate cumulative GPA of 3.0 for graduates on or after 9/1/16, or 2.75 if you graduated prior to 9/1/16). All instructional staff are required to become certified in the state of New Jersey within a reasonable period after beginning employment. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $60,000 to $85,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $60,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • New Jersey Pension program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. 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 .

Job Description As a national thought leader in deeper learning, Harlem Village Academies is distinguished as the only charter school network in New York offering Montessori PreK and culminating in the International Baccalaureate. HVA is a community of PK-12 schools, a college support program, and a graduate school, the Deeper Learning Institute, where teachers earn a master's and certification. The unique deeper learning model at HVA focuses on student independence, critical thinking, ethical leadership, intellectual curiosity, and intrinsic motivation. Serving 98% Black and Latino students, HVA consistently outperforms the district, city, and state by wide margins, and ranks at the very top of charter schools. 100% of HVA high school students earn admission to college each year, and 83% are the first in their families to attend college. The Opportunity Teaching at Harlem Village Academies is an incredible opportunity—an experience unlike any other. Teachers say that they choose HVA because: • Teachers feel respected and valued: HVA views teachers as intellectuals. The hard work of every teacher is seen and appreciated., • Teachers want to be part of deeper learning: The HVA instructional model is truly unique. HVA is serious about ambitious pedagogy, and teachers learn how to teach students to be self-directed, sophisticated thinkers., • Teachers love the small, close community: HVA teachers enjoy a special esprit de corps! Teachers are close with leaders and enjoy a warm relationship with colleagues.Responsibilities, • Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA's standards and deeper learning pedagogical philosophy, • Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work, • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character, • Establish and uphold classroom expectations that support students to develop increased agency, responsible autonomy and ownership over learning, • Analyze assessment data and use it to inform your instruction, • Collaborate with colleagues to share best practices and ensure student mastery of standards, • Maintain close relationships with families, including phone calls and conferences, • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiativeQualifications, • Bachelor's degree or higher, • New York State Special Education certification preferred, • 2-3 years of relevant teaching experience required, 5+ years of teaching experience preferred, • Strong track record of student achievement in your past teaching, • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work, • A strong sense of personal accountability for student achievement, • Unshakeable conviction that all students can learn at a high level Harlem Village Academies is an Equal Opportunity Employer and committed to diversity among our staff. Applicants of diverse backgrounds are strongly encouraged to apply.

Job Description As a national thought leader in deeper learning, Harlem Village Academies is distinguished as the only charter school network in New York offering Montessori PreK and culminating in the International Baccalaureate. HVA is a community of PK-12 schools, a college support program, and a graduate school, the Deeper Learning Institute, where teachers earn a master's and certification. The unique deeper learning model at HVA focuses on student independence, critical thinking, ethical leadership, intellectual curiosity, and intrinsic motivation. Serving 98% Black and Latino students, HVA consistently outperforms the district, city, and state by wide margins, and ranks at the very top of charter schools. 100% of HVA high school students earn admission to college each year, and 83% are the first in their families to attend college. The Opportunity Teaching at Harlem Village Academies is an incredible opportunity—an experience unlike any other. Teachers say that they choose HVA because: • Teachers feel respected and valued: HVA views teachers as intellectuals. The hard work of every teacher is seen and appreciated., • Teachers want to be part of deeper learning: The HVA instructional model is truly unique. HVA is serious about ambitious pedagogy, and teachers learn how to teach students to be self-directed, sophisticated thinkers., • Teachers love the small, close community: HVA teachers enjoy a special esprit de corps! Teachers are close with leaders and enjoy a warm relationship with colleagues.Responsibilities, • Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA's standards and deeper learning pedagogical philosophy, • Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work, • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character, • Establish and uphold classroom expectations that support students to develop increased agency, responsible autonomy and ownership over learning, • Analyze assessment data and use it to inform your instruction, • Collaborate with colleagues to share best practices and ensure student mastery of standards, • Maintain close relationships with families, including phone calls and conferences, • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiativeQualifications, • Bachelor's degree or higher, • 2-3 years of relevant teaching experience required, 5+ years of teaching experience preferred, • Strong track record of student achievement in your past teaching, • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work, • A strong sense of personal accountability for student achievement, • Unshakeable conviction that all students can learn at a high level Harlem Village Academies is an Equal Opportunity Employer and committed to diversity among our staff. Applicants of diverse backgrounds are strongly encouraged to apply.

Job Description Description: Apply to Achieve Beyond as a Special Education Teacher in Bronx, NY and help children with special needs reach their goals. Explore our New York career opportunities and make a positive impact today. Come and join a team of passionate therapists providing excellent pediatric therapy. We specialize in conducting evaluations and providing ongoing services in homes, community, and clinic settings. Achieve Beyond is centered around a culture of collaboration and support, to ensure our services are of the highest quality and adhere to our strong ethical standards. We currently offer ABA, Speech, Occupational,Social Work,and Physical therapy as well as Special Education/SEIT services. We serve children and families in the metro New York area (all 5 boroughs of NYC, Hudson Valley, Long Island and Albany), Virginia/DC area, Maryland, New Jersey, Connecticut and Delaware. Special Education Teacher Bronx, NY Achieve Beyond This Position is in: Bronx, NY Location: New York Cases availablethroughoutBronx, Manhattan, Queens, Brooklyn and Staten Island boroughs. Special Education Teacher Job Description We are seeking a dedicated and compassionate Special Education Teacher to join our team! This job is located in Bronx, NY. As a Special Education Teacher you can work a flexible schedule that meets your needs and make a difference in the lives of our children and families. If you are looking for a rewarding and exciting experience, please apply below. We look forward to meeting you! Apply Now Wage: $55.00-$80.00 Department: Clinical Location: Bronx, NY Know a Therapist? Refer them to us! Refer A Therapist Return to the careers page Special Education Teacher Bronx, NYPosition Details Special Education Teacher Benefits: • Flexible work schedule, • Access provided to our paperless billing and data collection system (training provided)., • Support from our team of dedicated clinical supervisors and administrative staff., • Financial educational assistance program (when applicable)., • Provide pediatric therapy services and/or evaluations to children aged birth 21 years in a natural setting., • Educate families and caregivers on applicable intervention strategies to facilitate active involvement and carry-over., • Work in diverse settings such as client homes, daycare homes/centers, preschools, clinics, and other community settings., • Follow the unique therapy plan established for a family/child, plan for ongoing treatment and address identified goals while documenting progress., • Prepare progress reports as indicated., • Must have a passion for working with children and families!, • Must be self-motivated and a team player who exercises patience and professionalism., • Must be able to travel to and from assigned cases, including but not limited to:, • Driving a personal vehicle, walking and/or the use of public transportation such as a bus or train., • The ability to ascend and descend staircases., • The ability to lift 10 pounds regularly., • The ability to sit on the floor, kneel and/or crawl for extended periods of time. Starting Rate: $55-$80. Compensation is determined based on experience and education and will be discussed during the Special Education Teacher interview process. Application Job responsibilities subject to change.

Job Description We are currently seeking a Per Diem – Residential Youth Advocate for our Providence Place program located in Jersey City, NJ. (Will work 19 hours or less a week – hours/schedule will vary each week dependent on needs of the program.) Providence Place is a psychiatric community home for females, aged 15-17, referred from the State Children’s System of Care. JOB DESCRIPTION: • Function as a coach, mentor, teacher and advocate for youth in the program, providing supervision and implementing program activities as directed, • Ensure that the program schedule, rules and regulations are maintained and that the safety and security of the youth and the facility are maintained at all times, • Complete all required documentation and reports as per program policies and procedures and licensing requirements, • Work with youth in a variety of situations- e.g. in the residents as well as in the community and/or manage many different types of household activities including cooking, cleaning, homework assistance etc. Valid NJ driver's license Required plus one of the following • A high school diploma or GED and 1 to 3 years of experience working with children in a group setting, such as a coach, mentor, teacher, or advocate for children; OR, • An Associate's or Bachelor's degree from an accredited college or university in a field that is unrelated to social work or psychology and six months experience working with children in a group setting; OR Visit our website ccannj.com CURRENT EMPLOYEES: Please be advised that current employees applying to open positions within the Agency are required to fill out an Agency Internal Job Application Form which is available for download to all employees on HR's public folders in Outlook. Please forward the completed form to HR via email to the agency email address indicated at the end of the application form. AGENCY MISSION: In response to the Gospel of Jesus Christ, Catholic Charities, as a ministry of the Archdiocese of Newark, serves the poor and marginalized and advocates for their needs in order to promote the inherent dignity and worth of all people without regard to race, religion, or culture. Powered by JazzHR 4jnJyinPpg

Job DescriptionSalary: $66,732-$103,271 Are you ready to embark on an extraordinary journey, where your purpose is to empower and uplift others through education? We're seeking a passionate and dedicated individual to become a Nursing/Living Environment Teacher at Integration Charter Schools (ICS) and play a pivotal role in our vibrant learning community! About ICS Integration Charter Schools provide innovative pathways to college that fully integrate students with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. The ICS network is composed of four schools located on Staten Island, New York. The guiding principles of ICS are teamwork, courage, community and integrity. We take these principles into the classroom to enrich our students learning experience. In addition to a rigorous academic curriculum, our social-emotional learning program plays a key role in fostering resilience, self-awareness, and interpersonal skills, preparing students for success both in and out of the classroom. We offer opportunities for students to earn college credits through partnerships with higher education institutions, allowing them to gain valuable experience and accelerate their academic journey. At Integration Charter Schools, we are committed to creating innovative educational pathways that meet the diverse needs ofevery learner. Our dedicated team ofpassionate educators, skilled instructional staff,andsupportive professionalswork together to cultivate an inclusive, enriching learning environment for our entire school community. Responsibilities Integration Charter School is seeking an experienced and student-centered Allied Health Teacher to support the development of a new healthcare certification track in partnership with Monroe University. This role will focus on preparing students for careers in the medical field through hands-on training in areas such as phlebotomy, EKG, and medical administration. Ideal candidates will bring both clinical experience and a passion for education, helping students build real-world skills and explore entry-level healthcare pathways in a supportive, forward-thinking learning environment. Teach high school Living Environment and prepare students for success on the NYS Regents Exam. Lead instruction for Monroe Universitys Allied Health certification track, delivering coursework and clinical training in areas such as phlebotomy, EKG, and vital signs. Provide hands-on skills training and ensure students meet clinical benchmarks (e.g., number of successful vein punctures and vitals recorded). Collaborate with Monroe University to align curriculum, expectations, and student supports. Help set up and manage on-site clinical equipment (e.g., scales, thermometers, EKG machines). Balance recordkeeping responsibilities for both high school and college platforms (PowerSchool and Blackboard). Support students readiness for certification exams or clinical assessments. Participate in planning and data meetings with ICS and Monroe teams to ensure strong outcomes. Build a classroom culture rooted in career readiness, professionalism, and scientific thinking. Provide real-world context and mentorship that connects content to meaningful healthcare careers. Competencies & Qualifications Masters degree in Allied Health, Biology, Nursing, or a related clinical or science field (preferred). 510 years of experience in a clinical setting (e.g., medical assistant, nurse, phlebotomist, clinical educator). NYS certification in Biology/Living Environment or eligibility to obtain. Prior teaching or training experience strongly preferred, especially with high school students. Strong written, verbal, and interpersonal communication skills. Familiarity with (or willingness to learn) NYS standards for science and CTE alignment. Comfort using student data platforms and maintaining accurate academic/clinical records. Passion for working with diverse learners, particularly students with IEPs or non-traditional learning paths. Ability to travel to Monroe Universitys Bronx campus on occasion. Additional Information • Weekly Wednesday half- day schedule for embedded professional development and planning, • Small class sizes, • Tuition reimbursement, • Teaching certification pathway for those who qualify, • Opportunity to be an integral part of our community, making a genuine difference and shaping the futures of our students, • Students of ICS employees have access to after-care options, • Free parking on-campus Comprehensive benefits package that includes health, dental, vision and life insurance, a flexible spending account, paid time off, short- and long-term disability policy, commuter benefits, professional development opportunities and a 401(k)-retirement plan with an employer match of up to 3% Employees qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness Promotion of work-life balance to all staff members Stipend program that promotes becoming a dual certified teacher in New York State Teacher Residency Program Tuition-free Bachelors degree program through Monroe College Salary Monday-Friday 7:30AM-4:00PM $66,732-$103,271 *Salary is dependent on level of education and years of teaching experience ICS is an Equal Opportunity Employer

Job Description Infant/Toddler and Preschool Assistant Teachers The Goddard School, NYC has locations on both the Upper West Side and Upper East Side. We are a school, not a daycare center. We are committed to providing the highest level of stimulating development and warm nurturant care for Infants, and an age-appropriate curriculum for One Year-Olds and up in our Toddler, Preschool, and Pre-Kindergarten classrooms. Our schools are state-of-the-art facilities with many large sun-filled rooms. We are seeking assistant teachers for our infant/toddler and preschool classrooms to start as soon as possible! Educational Qualifications All candidates, who wish to be considered for the position of Assistant Teacher must meet one or more of the following criteria, in addition to any/all requirements that may be mandated by their state and/or local licensing authorities: • An Associate’s Degree in Early Childhood Education, • A Bachelor’s Degree in Early Childhood Education A Lead Teacher’s responsibilities may include, but are not limited to, the following: • Establishing and maintaining a safe, healthy, and nurturing learning environment, • Advancing children’s physical and intellectual competence, • Supporting each child’s social and emotional development and provide positive guidance, • Establishing positive and effective family relations and communication, • Ensuring an effective program, responsive to children’s needs, • Maintaining professional commitment, • Ability to lift objects of up to 30 lbs. without assistance, • Ability to implement requirements of Department of Health standards, • Prepare timely notation of developmental milestones of each student, • Ability to stand and walk for long periods of time; use hands to finger, handle, or feel; reach with hands and arms; talk or hear and taste or smell. After a 60-day waiting period, you will be eligible for benefits such as medical insurance (Oxford Health), dental (Guardian Life) accrual of paid-time off, paid holidays, and other benefits as described in the Employee Handbook. Sick days begin to accrue upon hiring. Medical Insurance: The School will pay 50% of the monthly medical insurance premium for our basic individual plan. Coverage begins on the first of the month following enrollment, which can be elected by the end of a 60-day waiting period. You may choose, at additional cost to you, to obtain enhanced coverage, family coverage, and/or dental/vision coverage, if then available. Paid Time Off: All benefits eligible employees will receive the following: • As paid leave, the weekdays between December 25 and January 1., • Seven paid holidays as listed in the Employee Handbook, • Five sick days per year (available to all employees, accrual starts with no waiting period).

Job DescriptionSalary: $120,000 - $140,000 Director of School Operations OUR MISSION Innovation Charter High School (Innovation) nurtures students to be academically successful, mature, emotionally healthy, and equipped to lead self-directed and fulfilling lives. We embrace all students and we empower them to adapt, excel, innovate and lead. By instilling our core values of collaboration, tolerance, respect, activism, safety, and innovation, students will graduate prepared for success in college and careers. ABOUT INNOVATION Innovation Charter High School opened in 2010 to meet the needs of underserved youth in East Harlem, Upper Manhattan, and the Bronx. Since its founding, Innovation students have applied what they learn in the classroom to the real world through project-based and experiential learning. These experiences are transformative and prepare them for life after graduation. Today, Innovations 50+ instructional and student support staff serve just over 400 students. About 30% of our students have IEPs and over 90% are economically disadvantaged. We embrace all students, address their needs, and help them to realize their potential, through creative and engaging instruction with a college and career readiness focus. Innovation takes a restorative approach to discipline and focuses on building a collaborative school culture. We have developed close ties with the East Harlem community and with our co-located neighbor schools. We were the first charter school in New York City with a Career and Technical Education (CTE) program (in the culinary arts) and the only charter school to participate in the NYC DOEs Software Engineering Pilot. Innovation students participate in a wide variety of sports, clubs, and extracurricular programs including performing arts, Science Technology Engineering and Math, National Honors Society, hydroponic gardening, and many more. POSITION SUMMARY Reporting to the Principal, the Director of School Operations (DSO) serves as the leader of all school operations and is responsible for the development and maintenance of structures that create the conditions for staff to support Innovation students and for Innovation students to learn and thrive. The DSO is a member of Innovations highly collaborative School Management Team (SMT), along with the Principal, Assistant Principal of STEM Instruction, Assistant Principal of Humanities & Intervention, and Director of College & Career Success and CTE. The DSO supervises approximately 10 staff working across various functions including human resources/talent, finance/business operations, family and community engagement, communications and school events, student recruitment/enrollment, data/compliance and reporting, and facilities/technology, while also collaborating closely with other SMT members, the Board of Trustees, and various external vendors and partners. RESPONSIBILITIES The DSO is tasked with the following responsibilities, leveraging the Operations team: Human Resources & Talent Acquisition (20%) • Collaborate with the Principal and other SMT members to conduct effective workforce planning; Plan and manage the effective recruitment, hiring, and onboarding of highly qualified, mission aligned staff, • Manage staff compensation setting, performance evaluation, and termination processes in a manner that aligned with best practice, compliant with relevant laws and regulations, and grounded in Innovations values, • Collaborate with insurance broker and other vendors or partners to maintain a best fit benefits plan/total rewards that is aligned to the schools budget and staff needs, • Effectively manage the school's financial resources, in accordance with the schools Financial Policy & Procedures Manual and Generally Accepted Accounting Principles, to build long-term sustainability and to support the school's mission, • Develop a sustainable annual budget that meets the schools needs in collaboration with the Principal and Board of Trustees, • Manage reporting to Innovations charter authorizer, NYSED, US DoE and other oversight entities, including data related to student discipline, students with disabilities, teacher certification, and charter renewal; Maintain an accurate reporting/compliance calendar and collaborate across teams to ensure the effective ongoing tracking of all relevant data and information, • Collaborate with and support the Board to ensure effective legal and procedural requirements related to governance, such as review and approval of the annual budget, Annual Report, audited financial statement, review of executive personnel, and Form 990 as well as oversight of meeting logistics, record keeping, and compliance with the New York Open Meetings Law, • Maintain effective Front Office policies, procedures, and team management in order to effectively interface with the Innovation community, • Lead Innovations student recruitment and enrollment efforts including effective strategy development, goal-setting, resource allocation, marketing, and supervision of key staff, • Collaborate with SMT members and other staff to plan effective Parent/Teacher Conferences, engagement with the PTO, and a variety of events and opportunities for family involvement throughout the year, • Ensure that all operations workstreams are delivered efficiently and effectively through appropriate resource allocation, prioritization, project management, and staff supervision, • Serve as the senior leader of the Operations team and work to create clarity and cohesion across Operations workstreams in addition to supervision of individual team members through delegation, performance management, and support/professional learning, • Lead Innovations efforts to maintain a safe, welcoming space and effective purchasing and maintenance of school materials, supplies, and equipment, • Ensure that the Operations team effectively interfaces with relevant vendors, consultants, co-located schools and community-based organizations, Building Council, School Safety, and other stakeholders in the JHS 99 Complex, • Maintain a consistent, visible presence throughout the school and model healthy adult-youth relationships and other behaviors that exemplify Innovations core values, • Collaborate with others on the School Management Team to ensure that arrival, lunch, dismissal, transitions, and other spaces are aligned to Innovations vision for school culture and serve as the adult presence in these spaces whenever necessary, • Foster a culture of collaboration, continuous reflection, and improvement among staff to enhance student outcomes QUALIFICATIONS Experience • Minimum of three years in charter school operations leadership required (five or more years preferred), • Strong track record of systems or process development and leadership of school-wide initiatives, • Experience leading cross-functional teams and collaboration with other leaders is required; Experience supporting or collaborating with Boards or other governance entities is preferred, • Experience leading the human resources/talent function in an education setting is required, • Experience leading or supporting school financial management is required and may include budget development and management, procurement, or management of school finance vendors, auditors, or other outsourced support, • Experience with family engagement programming required; Track record of leading school events, family involvement, student leadership, and community engagement preferred, • Experience working in schools that support underserved communities and/or student populations in urban areas is highly preferred Skills & Knowledge • Knowledge of New York charter school compliance, reporting, and regulations, • Strong project management skills, detail orientation, and capacity to lead work that is high-stakes, complex, and cross-functional, • Strong team management skills such as capacity to motivate and inspire teams, demonstrated ability to effectively lead through empowering others, and a balance of clear expectations, support, and accountability, • Interpersonal leadership skills such as strong ability to establish relationships, communicate collaboratively, set boundaries, hold space for difficult conversations, and build investment with a variety of stakeholder groups and individuals across a school community, • Deep understanding of talent acquisition, employee benefits/total rewards, performance management, and/or other essential aspects of human resources, • Knowledge of financial management systems and best practices for schools is highly preferred, • Knowledge of student information systems, registration/enrollment, and recruitment is preferred Values & Mindset • Passion for Innovations core values of collaboration, tolerance, respect, activism, safety, and innovation; Consistently model these values, • Deeply held belief in the power of diversity and community; An assets-based orientation to students, families, community, and staff, and a commitment to a school environment that fosters and respects the voices and opinions of students, • Deeply held belief in inclusive classrooms, in the value of high expectations, and in the idea that all learners deserve to have their needs met, • Adaptability, a solution orientation, and a systematic approach to achieving results, • Commitment to authentic collaboration and to the development and empowerment of leaders throughout the school community, • Belief in the importance of holistic support for young people, including restorative practices to strengthen relationships, and a full-service community school approach to meet the wide-ranging needs of students and families Other Qualifications • Bachelors degree required; Masters or other graduate degree in a relevant field highly preferred, • SHRM, PMP, or other relevant certifications are a plus, • Spanish language skills are highly preferred, • Authorization to work in the United States required Salary and Benefits This is a full-time, 12-month position and the ideal start date is mid-September, though an earlier start date is possible. Salary is commensurate with experience and qualifications and is in the range of $120,000 - $140,000 per year. Innovation offers an excellent benefits package including medical, dental and vision coverage, life insurance, and a 401(k) retirement plan with an employer matching contribution of up to 5%. Equal Employment Opportunity Innovation 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, pregnancy or any other characteristic protected by federal, state or local laws. *This search is being supported by talent consultant, Mike Jolley. Any questions or referrals can be directed to Mike at .

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon High School Science teachers work collaboratively across the network to prepare all students with the tools and knowledge to critically engage in the field of science and develop them into self-directed learners. At the heart of all Science courses is inquiry-based learning, including a robust focus on student discourse and the science practices. Science teachers employ a variety of instructional strategies to develop a passion for scientific questioning and analysis in their students. Our teachers prepare all students such that they have the choice to study and excel in any STEM discipline. We prepare all students to be citizen scientists that have the tools and knowledge to critically engage in the field of science regardless of their university major or professional career. Our teachers become experts in their course content and have a keen sense of how to motivate and inspire high school students. Responsibilities 1. Instruction • You’ll teach a curriculum of Environmental Sciences that prepares students for Advanced Placement (AP) and collegiate level coursework., • You'll develop students’ practices skills of questioning, modeling, constructing explanations, data analysis, argumentation, and planning and conducting interactive labs., • You’ll create an environment where students feel confident using their voice to engage in scientific discourse., • You will facilitate student-led discourse, during which students use evidence to make sophisticated claims and synthesize and critique arguments., • You'll facilitate student-led inquiry of various scientific topics and engage students in lab and project-based performance tasks., • You'll work with the Science department to determine academic and engagement goals for students. 2. Data Analysis • You'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. 3. School Culture • You’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.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Science, Technology, Engineering, Mathematics, 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. Teacher certification is not a prerequisite for consideration at Uncommon Schools in the state of NJ, but you do need to meet NJ state certification eligibility requirements (a final undergraduate or graduate cumulative GPA of 3.0 for graduates on or after 9/1/16, or 2.75 if you graduated prior to 9/1/16). All instructional staff are required to become certified in the state of New Jersey within a reasonable period after beginning employment. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $60,000 to $85,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $60,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • New Jersey Pension program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. 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 .

Job Description Our Teaching Fellow program is a unique opportunity for students currently enrolled in a graduate program to obtain a New York State Teaching Certification. The Teaching Fellow will be paired with an experienced teacher, and receive professional development from academic coaches, while enhancing your teaching skills and building meaningful relationships with students and families. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children. Requirements Requirements: • Bachelor’s degree, • Design and implement dynamic, standards-aligned lesson plans that inspire curiosity and foster mastery of grade-level content., • Assess student progress using a variety of methods—exams, projects, and written work—to personalize instruction and ensure continuous growth., • Establish and maintain high academic and behavioral standards, motivating all students to achieve their best., • Utilize diverse teaching strategies, including direct instruction, hands-on projects, and group activities, to engage and challenge students., • Collaborate with teaching assistants and fellow educators to meet individual student needs and create a supportive learning community., • Monday – Friday, 7:40am – 4:00pm What We Bring: We’re passionate about hiring outstanding teachers who are dedicated to helping our scholars thrive. In return, we offer a highly competitive benefits package because we believe our teachers deserve it! Our benefits include: • Generous paid time off, including sick and personal days, • No-cost health insurance (medical, dental, and vision), • Up to $30,000 in student loan forgiveness The Teaching Fellow salary is $62,000. Replies will only be sent to qualified applicants. Harlem Children's Zone does not provide work visas for candidates who require employer sponsorship for work authorization in the United States. Harlem Children’s Zone is an Equal Opportunity Employer (EOE). We celebrate diversity and are committed to creating an inclusive environment for all employees.

Job Description Our Teaching Fellow program is a unique opportunity for students currently enrolled in a graduate program to obtain a New York State Teaching Certification. The Teaching Fellow will be paired with an experienced teacher, and receive professional development from academic coaches, while enhancing your teaching skills and building meaningful relationships with students and families. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children. Requirements Requirements: • Bachelor’s degree, • Design and implement dynamic, standards-aligned lesson plans that inspire curiosity and foster mastery of grade-level content., • Assess student progress using a variety of methods—exams, projects, and written work—to personalize instruction and ensure continuous growth., • Establish and maintain high academic and behavioral standards, motivating all students to achieve their best., • Utilize diverse teaching strategies, including direct instruction, hands-on projects, and group activities, to engage and challenge students., • Collaborate with teaching assistants and fellow educators to meet individual student needs and create a supportive learning community., • Monday – Friday, 7:40am – 4:00pm What We Bring: We’re passionate about hiring outstanding teachers who are dedicated to helping our scholars thrive. In return, we offer a highly competitive benefits package because we believe our teachers deserve it! Our benefits include: • Generous paid time off, including sick and personal days, • No-cost health insurance (medical, dental, and vision), • Up to $30,000 in student loan forgiveness The Teaching Fellow salary is $62,000. Replies will only be sent to qualified applicants. Harlem Children's Zone does not provide work visas for candidates who require employer sponsorship for work authorization in the United States. Harlem Children’s Zone is an Equal Opportunity Employer (EOE). We celebrate diversity and are committed to creating an inclusive environment for all employees.

Job Description The compensation for this position is $125-$150 per completed evaluation This position requires travel throughout the Queens, NY area in the homes of these individuals RESPONSIBILITIES • Implement speech language pathology evaluations for children 2.7-5 years old., • Must coordinate meetings in the families’ home, community, or mutually agreed upon location to provide assessment of the child., • Conduct developmental assessment reports, including The Preschool Language Scales-5 (PLS-5) and the Goldman-Fristoe Test of Articulation-3 (GFTA-3) to determine areas of delay and write comprehensive evaluation report indicating the findings including developing SMART goals to be included in the development of children’s Individualized Education Program (IEP)., • Maintain participant/family confidentiality., • Commitment to company values and adherence to policies., • Perform other duties as assigned by supervisors and/or senior management. MINIMUM QUALIFICATIONS • Annual Professional Liability Insurance $1M per occurrence / $3M annual aggregate, • Annual Mandated Reporter workshop, • Bachelors Degree, • NYS License and ASHA Certificate of Clinical Competence (CCC), • NYS Certification as a Teacher of the Speech and Hearing handicapped (TSHH) or Teacher of Students with Speech Language Disabilities ( TSSLD), • Knowledge of augmentative and alternative communication (AAC) systems, including Picture Exchange Communication System (PECS), • Clearance through state mandated background/fingerprint check(s)., • Ability to communicate effectively with others and individuals served., • Knowledge of the assessment and treatment of toddlers and preschoolers., • Excellent written and oral communication skills., • Exceptional efficiency and organizational skills., • Ability to write detailed reports. Mission QSAC is a New York City and Long Island based nonprofit that supports children and adults with autism, together with their families, in achieving greater independence, realizing their future potential, and contributing to their communities in a meaningful way by offering person-centered services. QSAC pursues this mission through direct services that provide a supportive and individualized setting for children and adults with autism to improve their communication, socialization, academic, and functional skills. Qualifications are subject to change in accordance with government regulations. QSAC is Equal Opportunity Employer (EOE) Mission-Oriented. Results-Driven. Collaborative. Passionate. We Are QSAC. To Apply: Please send resumes to

Job DescriptionDescriptionAre you passionate about making a difference in students' lives? Join us as a Special Education Teacher Support Services (SETSS) provider and become an integral part of our dedicated team! We are seeking a bilingual (English and Spanish) dedicated Special Education Teacher Support Services to work in our Brooklyn locations. This role is ideal for a passionate educator who is committed to making a positive impact on a child's educational journey. The SETSS will work with the students, providing personalized instruction and support to help them achieve their academic goals. Key Responsibilities • Provide individualized instruction and support to a student with special needs in their home environment., • Develop and implement personalized lesson plans tailored to the student's unique learning needs., • Collaborate with the student's parents and other educators to ensure a cohesive and supportive learning experience., • Monitor and assess the student's progress, adjusting teaching strategies as necessary to ensure optimal learning outcomes., • Maintain detailed records of the student's progress and communicate regularly with parents and the Motivated Care Services team. Skills, Knowledge and Expertise • Bachelor's or Master's degree in Special Education or a related field., • New York State certification as a Special Education Teacher., • Experience working with children with special needs, preferably in a one-on-one setting., • Strong understanding of individualized education plans (IEPs) and ability to develop and implement effective teaching strategies., • Excellent communication and interpersonal skills, with the ability to build strong relationships with students, parents, and colleagues., • Patience, creativity, and a genuine passion for helping children succeed. Benefits • Supportive Environment: Join a collaborative team dedicated to student success and professional growth., • Competitive Compensation: Enjoy competitive hourly rates with potential for growth., • Flexible Schedule: Choose from various schedule options to fit your lifestyle and preferences.

Job DescriptionDescription: Location: New York City Position Description: This is a full day preschool classroom position, filled by a Teacher of the Deaf and Hard of Hearing or Early Childhood Special Educator, supporting children who are deaf/hard of hearing who are learning to listen and use spoken language. The classroom teacher is part of a multidisciplinary team comprised of teachers, speech-language pathologists, educational audiologists, OT, PT, and families. Team collaboration, family involvement, diagnostic teaching, and professional learning are essential components of the program, leading to support for professionals and optimal outcomes for students. This is a full time, exempt position with general hours of 8:00 am- 4:00 pm, 35 hour per week, for both the academic school year and the 6-week summer program. ESSENTIAL DUTIES/RESPONSIBILITIES • Develop and implement daily lesson plans that are developmentally appropriate, use a wide range of active learning approaches and activities and reflect NYS’s Early Learning Guidelines and PreK Learning Standards, Clarke’s curriculum (Highscope, Learning Without Tears, CASLLS) and each child’s IEP., • Create a classroom environment that aligns with developmentally appropriate practices, fostering independence, confidence, creativity, respect for materials and people and is conducive to experiential learning., • Identify and use authentic materials for learning and literacy reflecting culturally appropriate and diverse sources and representation., • Engage individual students, small groups, and large groups in activities that contribute to the development of listening and spoken language skills., • Assess and observe students throughout the school day during structured and informal activities, collecting language samples and observations of learning and development related to all aspects of the child’s development to be used for developing appropriate goals and tracking student progress using state standards, CASLLS, and the Work Sampling System., • Collaborate with other Clarke professionals to provide diagnostic information about auditory, speech, and language skills of students who are deaf or hard of hearing using formal testing, differentiated instruction, and observations., • Support students’ optimal auditory access and use of amplification by conducting daily listening checks, monitoring amplification use through the day, troubleshooting equipment, communicating with audiologists, SLP, and parents about amplification use and function, being knowledgeable about students’ hearing loss, aided hearing, and equipment and supporting each child’s age-appropriate independence with their own equipment., • Provide guidance, direction, support and training to the classroom Teacher Assistant to maintain the health, safety, and educational well-being of the students in the classroom., • Provide a comfortable and supportive environment that welcomes parents and caregivers into the school community and empowers them in parenting their child with hearing loss., • NYS certification: Deaf/HH Education or Early Childhood Special Education, • Bachelor’s degree (at minimum), • Experience in similar roles or with the preschool age group is preferred, • Commitment to Clarke’s mission and the listening and spoken language approach required, • Interest in learning about and obtaining LSL Cert AVT or AVEd certification, • Excellent written /spoken English communication **Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job. Clarke Schools for Hearing and Speech does not discriminate on the basis of sex in admission and administration of its educational programs or activities or employment. Clarke is required by Title IX and its implementing regulations at 34 C.F.R. Part 106 not to discrimination on the basis of sex in admission, administration of its educational programs or activities or employment. Inquiries concerning the application of Title IX and its implementing regulations at 34 C.F.R. Part 106 to Clarke may be referred to Clarke’s Title IX Coordinator, Andrea Harkins, CHRO, 45 Round Hill Road, Northampton, MA 01060, , 413.582.1155 or the U.S. Department of Education, Office for Civil Rights, at 400 Maryland Avenue, SW, Washington, DC 20202, telephone number 800-421-3481.

Job Description JOB SUMMARY You will provide services to children ages 3-5 in a multidisciplinary team approach. You have a valid NYS license and NPI number. This is a full time, 35 hour position. ABOUT YOU You will provide services based on a child's Individual Educational Plan. Progress notes, evaluations and annual reports. You are good at communication and interaction with children, as well as their parents. WHAT YOU’LL DO • Evaluate children in area of expertise for initial / requested / annual evaluation as per CPSE., • Complete IEP’s for children evaluated, • Develop a weekly therapy schedule for children on caseload to meet each child’s IEP therapeutic mandates, • Follow schedule for individual/small group therapy sessions, • Provide and implement well planned therapeutic activities that encompass using a multitude of learning opportunities for children requiring services as recommended on the IEP, • Review therapeutic goals and objectives for children to ensure continuity in therapy activities, • Maintain accurate attendance records, files and paperwork (session notes, progress reports, etc.) for each child on caseload, • Complete required paperwork in a timely manner (evaluations, IEP’s, quarterly progress reports, session notes, etc.), • Participate in team meetings to make recommendations for development of IEP, • Participate in team case conference meetings to review and update student intervention strategies, • Establish and maintain professional communication with parents (notebooks, phone, etc) keeping them informed of their child’s progress, activities, and needs, • Participate in parent-teacher conferences twice yearly, or as needed, to review IEP goals/objectives and school performance, • Provide and ensure appropriate supervision of children at all times, • Provide and ensure appropriate, language and positive methods of disciplinary intervention as defined by our staff policy, • Prepare and maintain a safe clean, and well-organized learning environment, • Ensure that the Department of Health, Bureau of Day Care regulations is followed, • Assist in planning school wide events, • Maintain and respect confidentiality of child, parent, staff and other center issues, • Maintain a high standard of classroom intervention by training classroom staff in area of expertise, • Attend weekly staff meetings, in-service training and on and offsite professional development workshops, as determined by the school calendar, • Keep Director informed of incidents relating to accidents, concerns about child’s progress, or extra ordinary circumstances, • Appropriately represent the Center in all forums, • Report to the Director or in his/her absence the Supervising TeacherOUR REQUIREMENTS, • New York State Education Department certification in required area:, • Occupational Therapist - Occupational Therapy/COTAPREFERRED REQUIREMENTS:, • Fingerprint Clearance (Department of Investigation and Department of Education), • New York State Central Registry Clearance BENEFITS The JCC of Staten Island is committed to keeping you and your family healthy and happy through a comprehensive benefits program. Offerings include: subsidized options for Medical; offerings for Dental and Vision coverage, FSA and Dependent Care. We also offer free LTD, STD, Life Insurance, a Pension, 403B, generous program discounts, free membership, ample time off and much more! ABOUT US The Jewish Community Center of Staten Island was founded in 1929 with the goal of creating a home for the Jewish community by offering social, recreational, and educational activities. Over time, that mission expanded to help anyone who walked through the doors of any of our facilities. The JCC has become a true community center—not just for the Jewish community, but for the entirety of Staten Island. Programs serve the needs we see in our community and are constantly expanding to meet new demand. We serve people of all walks of life, from young children to seniors and everyone in between. The JCC is proud to offer services that help improve the quality of life for people on Staten Island and beyond. We strive to help those in need as well as provide recreational and educational opportunities for our members. Powered by JazzHR B8pd3pZLK3

Job DescriptionTITLE: PreK-8 Special Populations Coordinator DEPARTMENT: Instructional, 12-month position REPORTS TO: Principal DATE PREPARED/REVISED: January 10, 2025 PRIMARY FUNCTIONS AND POSITION OVERVIEW As part of GCCS’ school academic and leadership team, the Special Populations Coordinator is responsible for the coordination and oversight of services for all special populations, including students with Individualized Education Programs (IEPs), students who are designated English as a New Language Learners (ENLs), and students who are deemed academically at-risk. The SPC will establish a strong behavior and academic achievement centered culture; ensure the functionality of school-wide systems that support student achievement, safety, efficiency and the International Baccalaureate Learner Profile. Additionally, the SPC will be responsible for strategically scheduling all services and classes for students receiving services to maximize learning time while ensuring that the school is in compliance. The SPC will supervise teachers providing services to students directly. Your responsibilities would include but are not limited to: ESSENTIAL FUNCTIONS ● Managing and overseeing the provision of all services for students with IEPs, students at-risk of academic failure, and students designated as ENLs. ● Responsible for scheduling IEP meetings and ensuring communication to all stakeholders (Annual Reviews, Re-evaluations, Triennials); maintain all records up-to-date. ● Ensures that school remains in compliance with all IEP’s and facilitates the completion of required documentation before and after IEP meetings. ● Maintain record of all initial referrals, identified students with IEPs and subsequent programs and related services. ● Creating, implementing and monitoring a school wide plan for Response to Intervention (RTI) and training personnel as necessary. ● Serve as the primary liaison with the Committee on Special Education and hold the CSE accountable for their responsibilities as they relate to students and families. ● Ensure that IEPs are developmentally appropriate, curriculum/standards based, strength-based and relevant to individual students. ● Regularly gather and analyze student data and goals; progress monitoring of goal acquisition and identify barriers to meeting goals. ● Conduct classroom observations in order to determine classroom environment needs for students in the special population subgroups. ● Engaging teachers in coaching cycles and implementing research-based strategies that maximizes the performance of the teachers and that of their students. ● Serve as the first point of contact for teachers, students, and parents who present issues/situations related to IEP needs. ● Support the implementation of accommodations and modifications for students with IEPs and ENL needs in the ICT and general education classrooms. ● Provide modeling and coaching of research based strategies to promote student growth and acquisition of goals. ● Coordinating and overseeing all required family communication and creating best practices around family engagement for the families of the school’s special populations. ● Designing and facilitating Professional Development on topics related to special populations. ● Supervision of Special Education and ENL Teachers and external service providers. ● Oversee the preparation and administration of all standardized tests such as Grades 3 - 8 NYS Science, ELA and Math assessments, NYSESLAT, NYSITELL and Regents exams. ● Generate reports on a weekly basis to highlight gathered data, gain approval for proposed solutions/resolutions to data, and evaluate the effectiveness of system and protocols put in place. ● Coordinate and provide pull-out, small group intervention, SETSS, ENL or other services ● Teach classes in absence of teacher or service provider, when needed, on a short or long term basis ● Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success. ● Other duties as assigned by the principal. QUALIFICATIONS ● Master’s Degree in Education, Education Administration, or related field of study ● Completed or enrolled in a Educational Leadership Program (SBL), strongly preferred ● Strong commitment to an inclusion model of education; experience with and/or understanding of the urban learning environment. ● New York State Special Education certification ● At least 3 years of experience as a full time middle or high school special education teacher, preferred ● A track record of strong quantitative student achievement results ● Exceptional leadership abilities – engaging, effective, and progressive ● At least 2 years of demonstrated success as a school leader, preferred ● Ability to build strong school culture and positive relationships ● Be a team player - a desire to work in a team-oriented environment and collaborate effectively with colleagues ● Incredibly high expectations for all aspects of school and ownership over results ● Strong work ethic, is reflective and continually seeks to learn and improve ● Covid Vaccination Required ● Dedication to GCCS’ mission Powered by JazzHR w5H12f4NCD

Job Description The Occupational Therapist is part of a multidisciplinary team supporting deaf and hard of hearing children and their parents in a center-based EI and Preschool program. The OT at Clarke is responsible for evaluating, planning, organizing and conducting pediatric occupational therapy sessions to facilitate growth in sensory-motor, self-regulation and fine motor development and provide support to and collaboration with other professionals on each child’s team. The OT reports to the Director of Clarke School-New York. This position requires the use of clinical judgment, well developed communication skills, an understanding of Early Intervention Regulations and CPSE regulations and all related paperwork and reports and the ability to work well with coworkers and families of children. RESPONSIBILITIES: • Provide developmentally appropriate therapy services to children birth-5 in a school/center-based setting., • Conduct evaluations, determine eligibility to receive services, which include both standardized testing and structured clinical observations, typically requiring two to three hours of testing time, followed by scoring and clinical interpretation. A parent conference and a detailed assessment report are also provided for each evaluation., • Determine areas of concern, identify goals, and develop treatment plans., • Participate and collaborate with members of school wide and organization wide teams., • Complete all required documentation, such as daily session notes, evaluation reports, and progress reports, following Clarke’s procedures and city and state regulations., • Attend staff and in-service meetings, with the opportunity to occasionally lead a portion of the in-service training., • Provide support to other related service providers and teachers/assistants in areas that impact a child’s functioning related to OT-emotional regulation, sensory processing, fine motor skill development, etc., • Follow accrediting body’s guidelines for ethical and high-quality job performance., • Perform any other tasks as assigned by the director to support the functioning of the school., • Participate in meetings with educational teams to discuss children’s progress, weekly staff meetings, parent meetings, workshops and Clarke community events., • Maintain daily session notes via Easytrac or EI required formats reflecting daily assessment of progress., • Communicate with parents through various modes such as phone, email, communication notebooks and school blog., • NYS License in Occupational Therapy, • Master’s degree in occupational therapy from an accredited institution, • Experience with age-appropriate tests, testing techniques and test interpretation The Clarke team spans professions and the Eastern Seaboard. From speech-language pathologists to administrative assistants, to teachers of the deaf, to audiologists, to nonprofit professionals and executives, the Clarke team brings together diverse expertise in the service of children and families. Clarke Offers: Competitive benefit package 403(b) plan with matching Professional development support Opportunities to learn from a network of nearly 200 team members On-staff field experts Experienced Leadership In-house training and coachingJoin the Clarke Team\r\nFind your professional epicenter at the heart of listening and spoken language learning for children and families. We welcome experienced teachers of the deaf, audiologists, speech-language pathologists, teacher assistants and other professionals.\r\n\r\nThe Clarke team spans professions and the Eastern Seaboard.\r\nFrom speech-language pathologists to administrative assistants, to teachers of the deaf, to audiologists, to nonprofit professionals and executives, the Clarke team brings together diverse expertise in the service of children and families.\r\n\r\nClarke Offers:\r\nCompetitive benefit package\r\n403(b) plan with matching\r\nProfessional development support\r\nOpportunities to learn from a network of nearly 200 team members\r\nOn-staff field experts\r\nExperienced Leadership\r\nIn-house training and coaching

Job DescriptionSalary: $63,561 - $102,479 *See attached "Compensation Matrix" for more details Immediate Hire: Middle School Teacher (Integrated Co-Teaching): Special Ed in Math / Algebra I Start Date: Immediately Who We Are Brooklyn Urban Garden Charter School (BUGS), is a small, independent, progressive Middle School in South Slope/Windsor Terrace serving approximately 300 students of all abilities and backgrounds from across Brooklyn. BUGS is at the forefront of sustainability education, diverse-by-design and community-based schools movements. We feature a hands-on interdisciplinary education with a focus on real-world problem-solving and exploration of environmental, social, and economic sustainability. Our Middle School students (grades 6 to 8) are prepared for success in high school and to become critical thinkers, lifelong learners, and thoughtful designers of a more socially just and sustainable world. We are excited to welcome talented educators who are inspired by our mission and inclusion model, passionate about serving middle school aged adolescents, and eager to join a dynamic professional learning community. If our mission aligns with yours, we hope you will submit your materials for consideration for the 2025 - 2026 school year. At BUGS, we value and respect teachers as educators, professionals, and individuals. As a growing faculty and community, we offer many opportunities for innovation, professional growth, and teacher leadership. We feature a strong, supportive community of learners, an active parent-teacher organization, and a positive student and staff culture. Educators are supported in using project-based methodology and designing on-going fieldwork to enrich the units of study. Our Social Sustainability Vision Statement At BUGS, we actively strive to repair the detrimental effects of racism, discrimination and systems of oppression that affect our students, families, staff, community and larger society. We do this work personally and collectively through in-house professional development with our Inclusion and Culture Departments and in partnership with outside organizations. We acknowledge that racism, discrimination and systems of oppression exist, and we are each a part of them and are affected by them - consciously and unconsciously. Diversity, Equity and Inclusion are important, interdependent components of everyday life and are critical to the successful pursuit of our school vision and mission. Our Key Design Elements Inquiry-Based Study of the Science of Sustainability BUGS will be a middle school focused on the science of sustainability, which incorporates the natural sciences, math, economics, history, social sciences, and the humanities to examine the intersection of human and ecological systems. Extended Time for Learning Longer blocks of class time, a longer school day and a longer school year will provide additional time to: maximize learning opportunities; implement innovative, cross-disciplinary approaches to curriculum, instruction, and assessment; and provide rigorous supports for ELLs, special education, and struggling students. A Positive and Inclusive School Climate BUGS will create a safe, welcoming, and respectful school climate that supports equity and access for all learners. Through its advisory program, school-wide discipline program, positive behavior supports, and research-based interventions, BUGS will foster a college-bound, career-ready student body that respects and values the diversity of others in their community and around the world. A Professional Learning Community A learning-focused, collaborative culture will be based on trust, shared instructional leadership, and mutual accountability. Daily common planning time and on-going professional development will enhance teachers collective focus on student learning. Authentic Assessments and Individualization Instruction is driven by ongoing, authentic assessment and analysis of academic and behavioral data, which will support students individual needs and is facilitated by trained and supported teachers. Use of Technology Computer-based instruction will allow for intensive, targeted remediation in basic skills, individualized learning and assessments, and the development of 21st century skills in visual, media and technological literacy. Our Inclusion Model At BUGS we believe that all students are capable of succeeding when consistently given the appropriate support. This, along with our sustainability integration, is core to our academic program. At BUGS we use various co-teaching models to meet students and lessons needs. We support an inclusion model that focuses on Universal Design for Learning (UDL), which supports differentiated instruction and Specially Designed Instruction. We believe families are equal partners in this work and must have consistent communication. Within Our Inclusion Model, BUGS co-teachers are expected to Share the Workload. While one teacher is usually a certified special education teacher, both BUGS teachers are expected to serve all students fully. Utilize a variety of strategies at all times to reach all students. These include providing differentiated instruction, modifications, and accommodations in the form of small groups, graphic organizers, leveled texts, strong vocabulary support, adapted or leveled texts, multiple access points/opportunities to content, and more. This is rooted in a UDL approach that supports all learners. Leverage Co-teaching. Teachers should review units/lessons and determine which co-teaching models are best suited for each lesson. It is expected that the parallel, station, alternative, and team teaching models be prioritized during lesson planning. Conduct Routine Progress Monitoring. Teachers, co-teaching teams, grade teams and departments must routinely analyze data to support instructional decisions. Know which students have mandated support. Teachers are expected to know the specific needs of students with IEPs, 504s, and ELL designations, supported by the Director of Inclusion and Assessment, and plan to meet the needs throughout the school day. BUGS team members are reflective, open-minded, innovative,industrious self-starters who: • regularly assess students and use data to inform instruction, • create and are excited to design coursework in the context of an interdisciplinary sustainability-focused hands-on learning and real-world problem solving curriculum, • commit to school-wide behavior systems that consider adolescent development and promote holistic, socio-emotional responses through restorative justice and collaborative problem solving in collaboration with our Office of Student Affairs, • communicate and collaborate regularly with families, colleagues, and students, • exemplify the BUGS Mission, Vision, and C.A.R.E.S. Values, • actively develop their professional practice, • research and implement culturally responsive classroom practices by participating in a Professional Learning Community throughout the school year to identify best practices that would be embedded into the classrooms and curricula, • know, understand and apply the three pillars of sustainability that are at the foundation of all of their work at BUGS, • plan thoughtfully to connect Educating for Sustainability standards, our C.A.R.E.S. values, and Project Based Learning into their daily planning and execution of lessons, exploring different ways to make content accessible and relevant to students, • are passionate about environmental justice and stewardship Were looking for teachers who • who have a passion for teaching Math!, • possess a commitment to collaboration, co-teaching, educating for sustainability, and ongoing professional growth, • have experience teaching within an ICT setting, utilizing a variety of co-teaching models, • can show evidence of differentiation in their lesson plans, • have experience working with with IEPs and differentiation, • utilize and/or are familiar with Standards Based Grading and Reporting, • desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds, • have experience working with middle school/young adolescents, • have a valid New York State Teaching Certification or valid New York State Students With Disabilities Certification, • have three years of teaching experience; highly preferred, • have a Bachelor's degree, required; Master's degree, preferred Essential Dates and Times • Teacher Work hours: Monday - Friday 7:55 a.m. - 4:00 p.m., • Teacher Work Calendar: Mid-August (staff orientation) through the end of June (last day of school); dates will vary depending on the needs of the school and the academic calendar, • Monthly Field Studies (3rd or 4th Friday of the month), • At Least Five Evenings throughout the year, as needed:, • September Curriculum Night (September), • Family & Teacher Conferences (November), • Student-led Subject Area Conferences (March) BUGS annual teaching salary is competitive with the New York City DOE salary matrix. For information about salary ranges at BUGS for the 2025-26 school year, please see our BUGS Compensation Matrix 2025-26 SY. Applications are reviewed on a rolling basis and our interview process for the 2025-26 school year is currently underway. We look forward to learning more about you!

Job Description Founded in 2007, Rethink Ed, a division of Rethink First, is an educational technology company headquartered in New York City that is transforming the way teachers and students learn, grow, develop, and succeed—in school and in life. Rethink Ed helps school districts end the struggle to create healthy, positive cultures of learning to bring out the best in administrators, teachers, students, and parents. With evidence-based learning solutions, technology-based tools and resources, and on-demand video instruction created by a team of educational and clinical experts, Rethink Ed’s four platforms (social and emotional learning for all learners; training and professional development for all staff; step-by-step behavior interventions; and educator- empowering skills curriculum) are changing the world one student, one teacher, one classroom at a time. About the Role: The Professional Services Manager (PSM - BCBA) will support the implementation process across multiple school districts and will be responsible for leading implementation and trainings with assigned districts as well as supporting renewals if assigned by the supervisor. The PSM - BCBA will work with all stakeholders to ensure fidelity of platform implementation and customer satisfaction leading to renewal and growth. Reports to: Director of Educational Partnerships (DEP) Duties and Responsibilities: Professional Development * Create and deliver engaging and effective professional development sessions to customers and end users (may be delivered virtually or in-person, as well as individual, small and large group training). Ensure rapport and relationship building is built into every interaction with district partners. * Schedule and provide virtual and occasionally onsite trainings as assigned by supervisor. * Remains up to date on all product and content launches and can communicate those updates with customer and support in problem-solving any issues that may arise effectively and efficiently. * Customize presentation and messaging to the specific needs of the customer. * Uses strong listening skills and adapts presentations and supports to the needs of the audience based on feedback, reception, and questions. * Collaborate with other professional services team members to develop system- wide supports and materials for customers and strengthen professional development content. This can include tasks such as creating materials to support specific district training needs, gathering data to create progress reports, and sending monthly check ins with district partners as designated by DEP. Knowledge and Expertise * Maintain expert content knowledge of best practices in social emotional learning, mental health, multi-tiered systems of support, behavior analysis and special education. * Communicates best practices for implementation and delivery of product to customers and internal teams. * Maintains knowledge of state and district specific standards, customer-based role changes, trends and current events that may influence the customer experience. * Participate in ongoing professional development activities scheduled for professional services team. Customer Management and Engagement * Exceptional awareness and service to address customer needs, overcome and address customer issues. * Responding to customer needs within 24 hours and communicate with the product support team any details to resolve the issue. * Establish and maintain ongoing and regular (at minimum: monthly) communication with district and/or site-based leadership, implementation, and instructional teams. * Strategically plan and deliver effective customer communications as assigned by DEP. * Create opportunities to facilitate strong professional relationships with customers. * Ability to adapt implementation supports to address unique customer needs. * Schedule, coordinate and conduct initial leadership meetings as assigned by the DEP. * Schedule, coordinate and conduct quarterly leadership progress review meetings for DEP and district leadership. * Enter all customer interactions, cases, bugs, and feature requests into Salesforce into salesforce and Gainsight daily. * Strategically monitor customer utilization trends and bring suggestions for strategies to improve or maintain progress to monthly review with DEP. * Capture customer feedback and bring suggestions for strategies to improve or maintain progress to monthly review with supervisor. * Follow up with district partners within 24 hours of providing training or meeting with any implementation team members for next steps in implementation planning. Professional Behavior, Communication & Time Management * Ensure outlook calendar is updated daily and share calendar with your supervisor and team. * Meet all deadlines assigned by supervisor including presentations, support materials, implementation requests, data reports, and others assigned by supervisor. * Develop all assigned tasks to meet requirements set by supervisor and with minimal supervision. * Demonstrate excellent communication skills with customers and internal team including active listening, verbal, and written communications. * Complete and submit reports, data, expenses by due dates as assigned by company process and/or supervisor. * Take ownership and responsibility for actions, projects, and assignments. • Virtual Working Environment: To maximize productivity and maintain a professional working environment in a virtual location, all employees are expected to:, • Maintain Security- employees will be expected to ensure the protection of proprietary company and customer information accessible from their home office. Steps include the use of locked file cabinets and desks, regular password maintenance, and any other measures appropriate for the job and the environment. Be Distraction Free- employees are expected to maintain a quiet and distraction free working space during their scheduled work hour. * Meetings: employees are expected to engage in a professional manner when receiving or conducting virtual meetings with customers (internal and external), this includes: • Absence of audible sounds from music, TV’s, other devices. Absence of audible sounds from, and visibility of individuals or family members Ensuring a RethinkEd background is present for all external customer facing meetings. * Ensuring a RethinkEd, blurred or other professional background is present for all internal customer meetings. * Avoiding disruptions to one’s attendance of meetings (e.g. being called away from the meeting) - whether leading or attending meetings. In a remote home working environment, some unexpected events (such as a home delivery) may occur; however these should be minimal and avoided when possible. * Core Hours: Core hours for this position are 8:00 A.M. to 4:00 P.M. (in the employee’s given time zone) on weekdays. During core hours, the employee is expected to be working without distraction and be available for meetings, trainings, phone calls and other work-related responsibilities. Company Support * Attend and engage in all company and team meetings. * Develop tools and resources to benefit Rethink and RethinkEd. * Provide assistance to other regions and/or departments as required. Qualifications * Master’s degree in Education, Psychology, Counseling, or related field. * Board Certified Behavior Analyst required. * 4 or more years of experience working as an educator in a classroom utilizing Social Emotional Learning, MTSS, and behavior analytic principles. * Proven experience designing and facilitating staff training. * Strong presentation and communication skills, with the ability to tailor content to diverse educator roles and learning environments. • Project Management/Implementation experience. Location: Remote opportunities are available to candidates who reside in the NJ or NYC area as occasional travel is required for this position to conduct onsite trainings at school districts. Our commitment to an inclusive workplace RethinkFirst is an equal opportunity employer and is committed to providing a workplace free from harassment and discrimination. We celebrate the unique differences of our employees because that is what drives curiosity, innovation, and the success of our business. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, pregnancy, genetic information, disability, status as a protected veteran, or any other protected category under applicable federal, state, and local laws. Accommodations are available for applicants with disabilities. JazzHR Privacy Policy JazzHR Terms of Use California Privacy Notice #remote Powered by JazzHR Oz17i5skn6

Job Description Earn a $140,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth - as pedagogical experts, intellectual seekers, and community leaders. Watch the video here to learn more about TEP's new Middle School facility, designed with community and equity at the forefront. About the Role TEP’s middle school math department works collaboratively across grade levels to create and build curriculum designed to promote conceptual understanding coupled with standards mastery. TEP’s middle school math team has consistently placed in the top 5 in NYC (out of all 373 ranked NYC public middle schools), based on students’ long-term growth in math from 5th to 8th grade. We believe that math is not just a tool, but a universal language that affords scholars economic mobility and develops leaders who are eager and equipped to tackle critical 21st century issues. Using dat- driven expert instruction and pedagogical experimentation, we will develop reflective learners who actively take risks and achieve at the highest level. As a member of The Equity Project's math team, you will teach students on your grade-level for 90 minutes of math each day. Each TEP middle school teacher teaches one subject to one grade level in any given year, but may switch grade levels and/or subjects from one year to the next. Requirements About You • Minimum of 3 years of lead teaching experience, at least 2 of which must have been in 4th through 9th grade classrooms Benefits Why TEP • The opportunity to join an unmatched and mission-driven team of educators that are passionate about educational equity, • Compensation: Master Teachers earn an annual salary of $140,000, with the opportunity to earn an annual bonus, • Time Off: Approximately 10 weeks of vacation per year (all school vacations), • Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming, • Healthcare: World-class medical, dental, vision, STD, LTD, and Life Insurance policies, • Family Focus: Parental leave and dependent care account so you can care for your loved ones, • 403b Retirement Plan: We care about your ability to save for your future Join us for a virtual info session! If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP's Senior Leaders. Learn more about the teacher application process and what it's like to teach at TEP. Please RSVP here! To Apply: To apply, you must submit an application through The Equity Project (TEP) Charter School website here. The first stage of the process is the application below. In order to be considered, you must submit an application that consists of all four components: 1 - Resume, 2 - Cover letter, 3 - Instructional Video, and 4 - Submission of Teaching and Learning. The requirements for each of the four components are specified in detail below. 1. RESUME: Please submit an up-to-date resume., 2. COVER LETTER: Please submit a well-written cover letter that highlights your specific interest in joining the TEP community., 3. INSTRUCTIONAL VIDEO: Please submit an unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. If you do not have a video with students in the classroom you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with/for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We’re excited to see your creativity. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred. 4. SUBMISSION OF TEACHING AND LEARNING: Submit one of the following three options: Option A: Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative. Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments. The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative. Option C: Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc. The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.

Job Description Job Details: Position: Middle School Science Teacher School: Promise Academy II Middle School Location: 35 E. 125th street New York, NY 10035 Why Promise Academy? At Harlem Children’s Zone, our mission is to break the cycle of intergenerational poverty and unlock new possibilities for our children, families, and communities. As the K-12 charter school within HCZ’s cradle-to-career pathway, Promise Academy delivers exceptional education alongside holistic support—empowering young minds, inspiring potential, and creating lasting change. By joining, you become part of a transformative movement dedicated to shaping brighter futures and driving extraordinary outcomes for those we serve. Position Overview: • Design and implement dynamic, standards-aligned lesson plans that inspire curiosity and foster mastery of grade-level content., • Assess student progress using a variety of methods—exams, projects, and written work—to personalize instruction and ensure continuous growth., • Establish and maintain high academic and behavioral standards, motivating all students to achieve their best., • Utilize diverse teaching strategies, including direct instruction, hands-on projects, and group activities, to engage and challenge students., • Collaborate with teaching assistants and fellow educators to meet individual student needs and create a supportive learning community., • Build strong relationships with students, parents, and colleagues to foster a culture of trust, communication, and academic success. Teacher Schedule: • Monday – Friday, 7:40am – 4:00pm, • 10-month school year with optional summer opportunities for additional pay Requirements • Bachelor’s degree, • Valid New York State Teaching Certification in Science (Grades 1-6, Grades 5-9 or 7-12) required, • Minimum of 2 years teaching experience in an urban school setting Benefits We’re passionate about hiring outstanding science teachers who are dedicated to helping our scholars thrive. In return, we offer a highly competitive benefits package because we believe our teachers deserve it! Our benefits include: • Generous paid time off, including sick and personal days, • No-cost health insurance (medical, dental, and vision), • $6,000 sign-on bonus for certified teachers, • Up to $30,000 in student loan forgiveness, • 403(b) retirement plan, • Annual and performance-based bonuses Additionally, teachers receive a personal laptop, access to Smartboards and tablets, and biweekly professional development. Our educators are supported by a dedicated team of academic coaches, deans, guidance counselors, and social workers, all committed to your success and that of our scholars. The Science Teacher salary ranges from $71,268 - $145,714. Salaries are determined based on years of relevant experience, certification, and education level. Replies will only be sent to qualified applicants. Harlem Children's Zone does not provide work visas for candidates who require employer sponsorship for work authorization in the United States. Harlem Children’s Zone is an Equal Opportunity Employer (EOE). We celebrate diversity and are committed to creating an inclusive environment for all employees. #HCZP123

Job DescriptionMiddle School ELA Teacher Join Our "Relationships-First" Team: Join School in the Square in reimagining PreK-12th grade education in Washington Heights and Inwood. A tuition-free public charter school, we were founded in 2016 on our "relationships first" philosophy: making sure that we engage, educate, and empower our students, families, and professional team members. We invite you to be a part of a 175+ team whose mission-aligned culture offers sustainable, rewarding career paths in teaching, operations, and leadership, built on relationships-first collaboration and mutual support. Experience the difference at a workplace that celebrates and cultivates each team member's passions, skills, and multi-disciplinary interests as we build a brighter future together, one student at a time. Why School In the Square? As a "relationships first" community, we... • Demonstrate care for colleagues, students and families,, • Commit to learning and growing together,, • Invest in relationship-building work, We are looking for dedicated, mission-aligned teachers across grade levels 6-8. Reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT), you will support our efforts to ensure high academic standards while also focusing on the social-emotional needs of all students. If you have a deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment, we would love to hear from you. Who You Are: • Skilled in current teaching methods and educational pedagogy including but not limited to:, • Interactive, hands on, creative learning, • Use of technology to support instruction in all areas, • Use of assessment to drive instruction, • Differentiation of curriculum to meet the needs of diverse learners, • Knowledge of co-teaching strategies, • Knowledge of ELL strategies, • A strategic, solutions-focused thinker with strong communication and planning skills., • A strong relationship builder, you get personal fulfillment by teaching and coaching students in both academic and non-instructional situations, respecting and encouraging student effort., • Familiar with restorative practices, a strong believer in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices, • Self-reflective with the capacity to accept and implement feedback to improve instruction, • A graduate of a Bachelor's Degree in Education or relevant content area, • Current possessor of a valid New York State Teaching Certification or willing to enroll in a New York State Teaching Certification Program and obtain such Certification within two years. At S2, we take as much care of our staff as we do of our students. S2 is committed to supporting our staff by helping them build sustainable, rewarding careers that center on each individual's passions and multi-disciplinary interests. All of our faculty and staff are valued professionals and we are proud to provide team-building and collaboration, comfortable and friendly working conditions and more, to ensure our team members have the tools they need to succeed. In addition to meaningful and rewarding work, School in the Square provides ultra competitive salaries. Using two pay scale ranges based on your New York State Certifications, years of experience and education level certified teachers salary ranges from $66,000 - $122,764 and uncertified teachers salary ranges from $63,000 - $119,764. Additionally, we provide opportunities for supplemental compensation, an excellent benefits package with • a 401K program with a 6% organizational match, • 93% coverage of healthcare coverage, • longevity bonus, • generous paid time off, • access to a federal student loan debt reduction program

Job DescriptionCompany Description AHRC New York City is a family governed organization that envisions a socially just world where the power of difference is embraced. We advocate for people who are neurodiverse to lead full and equitable lives. Generosity guides us as we honor our legacy and continuously grow through a culture where curiosity, creativity, and optimism are valued and celebrated. Job Description Currently seeking Special Education Preschool Teacher for our Astoria Blue Feather ELC in Astoria. Address: 27-07 8th Street Astoria, NY 11102 Teachers on a plan are available for those in process of their SWD (Students with Disabilities) and MA degree. Benefits of working for AHRC NYC: • Paid time off, • Health, Dental and Vision insurance, • 403b Retirement Plan with employer match, • Tuition Assistance, • Qualified Employer for the Federal Public Service Loan Forgiveness Program, • Life Insurance, • Parental Leave, • Commuter Benefits, • Health Savings Account, • Referral Program, • Professional Development, • Full Time | Monday-Friday, • Hours: 8:30 A.M-3:00 P.M, • 10 month program with 30 day summer session, • Responsibilities include: Assessing student's needs and abilities, and prepare lesson plans for a self-contained classroom., • Assess students’ developmental levels and design individualized plans utilizing behavioral approach based on theories of applied behavioral analysis and/or TEACCH principles., • Create developmentally sound and appropriate IEP goals and objectives focusing on areas of strengths, areas for improvement, and preferences for re-enforcers and motivational strategies., • Prepare daily schedule/lesson plan for each student with activities aligned to NYS Prekindergarten Foundation for the Common Core Standards or NYS Common Core Standards, informed by authentic assessment data, which advance school readiness goals and reflect the objectives contained in IEP; prepare Progress Reports and update IEP as needed; participate in review meetings. We are an Equal Opportunity Employer and do not discriminate against any employee or applicant for employment because of race, color, sex, age, national origin, religion, sexual orientation, gender identity, status as a veteran, and basis of disability or any other federal, state or local protected class. Job Type: Full-time Pay: $74,200.00 - $74,282.00 per year Qualifications Position Requirements: • BA or MA and New York State Certification in Special Education (Students with Disabilities Grades B-2 or All Grades) required; experience in autism preferred., • Teachers on a plan are available for those in process of their SWD (Students with Disabilities) and MA degree. Additional Information All your information will be kept confidential according to EEO guidelines.

Job Description Family Life Academy Charter School (commonly called FLACS) is a nonprofit 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 who • Value 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. Under the supervision of the School Principal, the Physical Education teacher is responsible for implementing and promoting a physical education curriculum through exercise, organized games and challenges appropriate for each grade level. The Physical Education Teacher motivates students through age appropriate student physical fitness; appropriate social and emotional adjustment; dual and team physical activities and sports. The physical education teacher will, in accordance with each individual student’s ability, develop motor skills, strength, agility, poise, and coordination. The physical education teacher facilitates the successful implementation of the FLACS physical education curriculum aligned with the New York State New York State Physical Education Learning Standards. Key Responsibilities: • Creates rigorous, standards-based, culturally relevant lesson plans that foster critical thinking, problem-solving and knowledge of physical fitness and prepare students to make choices that promote physical fitness in their lives., • 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., • 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 Responsibilities: • Upholds 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. Qualifications: • Bachelor’s degree is required; master’s degree is preferred, • Prior satisfactory teaching experience preferred, • New York State Certification in Physical Education (all grades), • Clearance for fingerprint and criminal background check 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. Powered by JazzHR T3USfaAswp

Job DescriptionBenefits: • Competitive salary, • Flexible schedule Mighty Minds and Muscles is seeking a Special Education Teacher (or dual degreed Vision Teacher) to be a 1:1 SETSS provider for a long-term placement with at least one student in Brooklyn (primary case is in Red Hook). Ideal SETSS candidate has experienced with students with visual and hearing impairments as well as ACC device and technology use. Time Commitment: 2 to 3 days a week, 5 hours per day with one student - with potential additional hours as desired. (*Other cases available in multiple locations as well as in our Tribeca learning center.) Pay: According to your experience and performance. Not impacted by the recent DOE changes. This posting is for the following specialty case beginning with the new school year (25-26). This primary case is for a middle elementary student with visual and hearing impairments that needs 1:1 support daily with ALL assignments adapted to meet his visual abilities and work volume capacity. This role is integrated into the classroom and performed as a team approach in combination with his ICT classroom teachers, Vision Teacher an individual paraprofessional and a co-SETSS teachers (you will share the role with the other teacher). As strong background in middle elementary teaching and curriculum differentiation, as well as interest and experience in digital teaching tools, including but not limited to extensive use of PowerPoint, Word, Google Drive, Reading Apps like Bookshare, RazKids, VoiceStream and Math apps and use of various abacuses. Experience with AAC and FM devices is desired! A creative mind that can anticipate his challenges and adapt his assignments in a timely manner is necessary. Planning time is paid and supervision and mentorship as well as materials is provided by the agency. Training and continuous support will be provided upfront and ongoing by collaborative teachers (Vision Teacher), agency Occupational Therapists and his parents. This is paid through an agency, above the new standard rates. We pay well and will support you long term. Bonus and other benefits possible for the right candidate and subsequent performance. You will work within an integrated team and not be alone on an iceberg! Please send your resume and a cover letter but also include a short fun animated PowerPoint/Google Slides if you are serious about this role. Send cover letter through the Mighty Minds and Muscles website contact section (info@....) or apply a direct hyperlink on your resume. START: September 2025 MUST: You must hold a NY State Special Education Teaching Certificate Can not be an NYC DOE Employee within one calendar year. PAY: $70 - $115 /hour with bonus potential depending on experience and performance. Bonus if you are a Vision Teacher with Spec.Ed degree. Placement is immediate with paid training provided.

Job Description Brooklyn Heights Montessori School (BHMS) is currently seeking to fill the following roles starting in September 2025. • 2 Early Childhood Support + Lunch/Recess/Afterschool Teachers (Mornings as needed + noon-5pm daily), • 1 Lunch/Recess/Afterschool Teacher (noon-5pm, daily), • supervise one early childhood or elementary classroom during lunch, • supervise one early childhood or elementary classroom on playground during recess, • transition students between lunch and recess spaces, • support classroom teachers with care of the classroom, • monitor hallway spaces during dismissal, • care for outdoor spaces and recess equipment, • transition students to after school enrichment classes, • facilitate games and safe play during after school outdoor play, • facilitate games and activities during after school indoor play, • maintain a rotation of engaging toys and activities for indoor play, • Ability to work with children age 3-12, • Ability to manage group sizes up to 20, • Ability to plan and execute group activities, games and play, • Sense of humor and love of young of children, • Willingness to learn and use principles of Positive Discipline and Montessori philosophy, • Ability to collaborate with a partner and within a team, • Ability to clearly communicate by phone, email and walkie-talkie, • Flexibility to accommodate changes in schedule or location of activities, • Professionalism in presence, performance and behavior, • Consistent availability Monday through Friday, • Bachelor's Degree preferred, • 3+ years experience with Pre-K through elementary age children preferred, • Knowledge or training in Montessori preferred Brooklyn Heights Montessori School has an institutional commitment to the principles of diversity. In that spirit, BHMS is an equal opportunity employer and does not discriminate on the basis of race, religion, creed, color, gender, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. PRE-EMPLOYMENT NOTICE TO APPLICANTS: The facts stated in this application for employment and any supplementary materials (i.e.: resume and educational history) are true and complete. I understand that false or inaccurate statements or omissions of material facts shall be grounds for denial of employment and, if employed, for immediate dismissal. I authorize Brooklyn Heights Montessori School to investigate all statements and claims contained within this application, supplementary materials, and subsequent interviews, and acknowledge and agree that Brooklyn Heights Montessori School may check references from sources other than those references listed herein. I hereby release all current and former employers from any charges or damages for releasing any and all employment information, whether subjective or objective, to Brooklyn Heights Montessori School. I also understand that an offer or acceptance of employment does not create a contract of employment or otherwise alter the at-will nature of my employment with Brooklyn Heights Montessori School. Brooklyn Heights Montessori School, in compliance with New York City Administrative Code §21-119 (derived from Local Law 60/1984) and section 424-a of the New York State Social Services Law, will require all employees to submit to a criminal background check, fingerprinting, and a records search of the Statewide Central Register of Child Abuse and Maltreatment for the existence of reports of child abuse and maltreatment. Brooklyn Heights Montessori School is an equal opportunity employer seeking candidates who will embrace the tenets of Montessori Education, including the principles of community, educational and professional excellence, social justice, and equity. Brooklyn Heights Montessori School has an institutional commitment to the principles of diversity, social justice and equity. In that spirit, BHMS does not discriminate in violation of the law on the basis of race, religion, creed, color, gender identity or expression, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. Powered by JazzHR v1Dr9VA3eM

Job DescriptionDescription: We are currently looking for a Preschool Special Education Teacher to join our team at The Greenpoint School. This position includes a $5,000 SIGN-ON BONUS! Why Join ADAPT? It is more than a job; it's a calling. It is where passion meets purpose. ADAPT Community Network, formerly United Cerebral Palsy (UCP) of NYC (New York City) provides a multitude of services to people with developmental disabilities. At ADAPT, we are 3,000 strong, and it takes every one of us to empower the lives of the people we support. With care and great resources at hand, we know what it takes to help people live fuller, happier, healthier lives. Our employees show their commitment to the people we support every day, and we all deliver on our promise to provide innovative and comprehensive services to individuals with developmental disabilities. For your next career move, apply with us at ADAPT Community Network! Wherever you work among our many locations around New York City, ADAPT offers paid training, competitive benefits, and we foster a team culture of learning, support, collaboration and career growth. SUMMARY Under general direction, is responsible for conducting educational classes for special education pre-school or Early Intervention, in accordance with the needs of the students and in accordance with the regulations and requirements of the applicable governmental and other regulatory agencies. Acts as team leader of each student’s team. The Teacher is a management position and supervisory position. Is responsible for supervising Teacher Assistants assigned to his/her team. Interviews, effectively recommends hire, discipline termination, and suspension; resolving grievances, schedules, orient; responsibly directs; completes probationary and annual evaluations; and commends Teacher Assistants. ESSENTIAL DUTIES AND RESPONSIBILITIES The duties and responsibilities of the Special Education Teacher will include, but are not limited to the following: • Plans and conducts classes/activities adapted to needs of students., • Assesses and prepares IFSP/IEP’s. Implements and evaluates short and long-term goals and objectives., • Participates in activities pertaining to student transitioning., • Participates in Initial Evaluations and Intake processes., • Provides educational assessment and evaluation on students annually in all educational domains., • Prepares and adapts all individual and group lesson plans and materials, equipment and furniture arrangement and necessary modifications of environment., • Maintains records of daily attendance and progress. Writes periodic progress reports, annual reports and other data as requested., • Ensures that services are rendered to students with utmost regard for their personal dignity, privacy and confidentiality., • Participates in activities outside classroom where necessary, i.e. trips, pool, gym, libraries, lab, etc., • Serves and participates as a member at interdisciplinary team meetings, Annual Reviews, Parent Meetings, Special Review Committee meetings, In-Services, etc. as required., • Attends regular staff meetings, student reviews, district meetings and conferences., • Orients, trains, evaluates, delegates, supervises work of and effectively recommends hiring, disciplining, suspending and terminating of Teacher Assistants assigned to his/her team., • Obtains approval, requisitions and purchases class equipment and materials., • Assists with transporting students between buses and building as needed., • Implements universal precautions at all times., • Assists with toileting, feeding and positioning students as needed., • Attends supervisory and management meetings., • Assists students on arrival and departure with their outer clothing as needed., • Substitutes in another classroom as requested., • Participates in in-service training programs as requested., • Confers with director or other agency personnel regarding problems, questions and suggestions for programming or handling of students., • Initiates precautions within established framework to assure that own work is completed in a manner free from recognized hazards., • Attends parent meetings as requested. Confers with individual parents on program content and progress as it relates to their child., • Assists with curriculum development., • Provides supervision and training to student teachers., • Keeps abreast of changes in field. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Ability to read, write, speak and understand English., • Excellent oral and written communication skills, • Good organizational skills and ability to meet deadlines., • Proficiency in the use of a personal computer and appropriate software, • Good interpersonal skills necessary to interact effectively with coworkers, employees, children and their parents and outside contacts., • Must maintain confidentiality of student’s records, • Must maintain confidentiality of staff records, • Ability to analyze problems and determine corrective measures., • Master’s Degree in Special Education, • New York State Certification in Special Education Early Childhood (Birth-2nd Grade), • Meet all additional NY State Certification requirements. • OR - At ADAPT, we value diversity, equity, inclusion, accessibility, and belonging. We strive to ensure that our employees are comfortable bringing their whole, authentic self to work and that the people we support can also be their authentic selves. We value diverse backgrounds, opinions, ideas, and ways of thinking. We aim to build an inclusive and diverse workforce that is empowered and supported with leaders who create diverse and inclusive teams. We continuously seek opportunities for the organization to foster a more positive, respected, united, and collaborative culture. ADAPT Community Network is proud to be an equal opportunity employer and is committed to creating an inclusive environment for all employees. Qualified candidates of diverse ethnic and racial backgrounds and status are encouraged to apply for vacant positions at all levels. Requirements:

Job DescriptionDescription: Why Join ADAPT? It is more than a job; it's a calling. It is where passion meets purpose. ADAPT Community Network, formerly United Cerebral Palsy (UCP) of NYC (New York City) provides a multitude of services to people with developmental disabilities. At ADAPT, we are 3,000 strong, and it takes every one of us to empower the lives of the people we support. With care and great resources at hand, we know what it takes to help people live fuller, happier, healthier lives. Our employees show their commitment to the people we support every day, and we all deliver on our promise to provide innovative and comprehensive services to individuals with developmental disabilities. For your next career move, apply with us at ADAPT Community Network! Wherever you work among our many locations around New York City, ADAPT offers paid training, competitive benefits, and we foster a team culture of learning, support, collaboration and career growth. SUMMARY Under general direction, is responsible for conducting educational classes for special education pre-school or Early Intervention, in accordance with the needs of the students and in accordance with the regulations and requirements of the applicable governmental and other regulatory agencies. Acts as team leader of each student’s team. The Teacher is a management position and supervisory position. Is responsible for supervising Teacher Assistants assigned to his/her team. Interviews, effectively recommends hire, discipline termination, and suspension; resolving grievances, schedules, orient; responsibly directs; completes probationary and annual evaluations; and commends Teacher Assistants. ESSENTIAL DUTIES AND RESPONSIBILITIES The duties and responsibilities of the Special Education Teacher will include, but are not limited to the following: • Plans and conducts classes/activities adapted to needs of students., • Assesses and prepares IFSP/IEP’s. Implements and evaluates short and long-term goals and objectives., • Participates in activities pertaining to student transitioning., • Participates in Initial Evaluations and Intake processes., • Provides educational assessment and evaluation on students annually in all educational domains., • Prepares and adapts all individual and group lesson plans and materials, equipment and furniture arrangement and necessary modifications of environment., • Maintains records of daily attendance and progress. Writes periodic progress reports, annual reports and other data as requested., • Ensures that services are rendered to students with utmost regard for their personal dignity, privacy and confidentiality., • Participates in activities outside classroom where necessary, i.e. trips, pool, gym, libraries, lab, etc., • Serves and participates as a member at interdisciplinary team meetings, Annual Reviews, Parent Meetings, Special Review Committee meetings, In-Services, etc. as required., • Attends regular staff meetings, student reviews, district meetings and conferences., • Orients, trains, evaluates, delegates, supervises work of and effectively recommends hiring, disciplining, suspending and terminating of Teacher Assistants assigned to his/her team., • Obtains approval, requisitions and purchases class equipment and materials., • Assists with transporting students between buses and building as needed., • Implements universal precautions at all times., • Assists with toileting, feeding and positioning students as needed., • Attends supervisory and management meetings., • Assists students on arrival and departure with their outer clothing as needed., • Substitutes in another classroom as requested., • Participates in in-service training programs as requested., • Confers with director or other agency personnel regarding problems, questions and suggestions for programming or handling of students., • Initiates precautions within established framework to assure that own work is completed in a manner free from recognized hazards., • Attends parent meetings as requested. Confers with individual parents on program content and progress as it relates to their child., • Assists with curriculum development., • Provides supervision and training to student teachers., • Keeps abreast of changes in field. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Ability to read, write, speak and understand English., • Excellent oral and written communication skills, • Good organizational skills and ability to meet deadlines., • Proficiency in the use of a personal computer and appropriate software, • Good interpersonal skills necessary to interact effectively with coworkers, employees, children and their parents and outside contacts., • Must maintain confidentiality of student’s records, • Must maintain confidentiality of staff records, • Ability to analyze problems and determine corrective measures., • Master’s Degree in Special Education, • New York State Certification in Special Education Early Childhood (Birth-2nd Grade), • New York State Certification in Early Childhood (Birth-2nd Grade), • Meet all additional NY State Certification requirements. • OR - At ADAPT, we value diversity, equity, inclusion, accessibility, and belonging. We strive to ensure that our employees are comfortable bringing their whole, authentic self to work and that the people we support can also be their authentic selves. We value diverse backgrounds, opinions, ideas, and ways of thinking. We aim to build an inclusive and diverse workforce that is empowered and supported with leaders who create diverse and inclusive teams. We continuously seek opportunities for the organization to foster a more positive, respected, united, and collaborative culture. ADAPT Community Network is proud to be an equal opportunity employer and is committed to creating an inclusive environment for all employees. Qualified candidates of diverse ethnic and racial backgrounds and status are encouraged to apply for vacant positions at all levels. Requirements:

Job Description Bachelor's or Master's degree in Special Education, active Special Education Teacher license and minimum 1+ years Special Education Teacher experience required. Applicants who do not meet these qualifications will not be considered. Engage in a fulfilling opportunity for dedicated professionals specializing in early childhood education within a contract position. This role focuses on providing high-quality educational support to Pre-K students with diverse learning needs during the extended school year. Location: Staten Island, NY Qualifications: • Valid state certification in Special Education, • Experience teaching young children, particularly in a Pre-K setting, • Strong communication and interpersonal skills, • Ability to develop individualized education plans (IEPs), • Proven track record of collaborating with other educators and support staff, • Create and implement tailored lesson plans that meet the individual needs of each student, • Assess and evaluate students' progress, adapting strategies to promote their development, • Collaborate with parents, guardians, and fellow educators to ensure a comprehensive support system, • Maintain accurate records of student progress and IEP documentation, • Foster a positive and inclusive classroom environment that encourages social and emotional growth, • Professional development resources, • Collaborative work environment

Job DescriptionJOB SUMMARY You will assist the teacher in providing a safe, nurturing and stimulating environment in which the children can grow physically, socially, emotionally and intellectually using the educational philosophies and goals of the program as guidelines. ABOUT YOU You enjoy working with children in a classroom setting. You will consult with JCC staff /volunteers regarding inclusion and community integration. WHAT YOU’LL DO • Meet with teacher to review and plan classroom activities., • Support teacher in providing a daily routine consistent with the needs of the children., • Assist teacher in classroom responsibilities (circle time, free play, snack, toileting, cognitive, motor activities, etc.)., • Assist children in daily activities., • Be aware of the educational needs of each child (through observations, files, conferences) and work with students on an individual and group basis to help master IEP goals and objectives., • Conduct the class in the teacher’s absence., • Keep accurate class attendance records in the teacher’s absence., • Participate in team case conference meetings to review and update student intervention strategies., • Maintain professional communication with parents while deferring issues relating to children’s behavior and progress to the teacher., • Participate in parent-teacher conferences twice yearly, or as needed, to review IEP goals/objectives and school performance., • Provide and ensure appropriate supervision of the children at all times., • Provide and ensure appropriate language and positive methods of disciplinary intervention as defined by our staff policy., • Assist and maintain a safe clean, and well-organized learning environment., • Ensure that the Department of Health, Bureau of Day Care regulations is followed., • Assist in planning school wide events., • Maintain and respect confidentiality of child, parent, staff and other center issues., • Attend weekly staff meetings, in-service training and on and offsite professional development workshops, as determined by the school calendar., • Keep Teacher and Director informed of incidents relating to accidents, concerns about child’s progress, or extra ordinary circumstances., • Appropriately represent the Center in all forums., • Possess NYS Teacher Assistant Certification., • Possess High School Diploma and a minimum of 6 college credits., • Additional RequirementsPREFERRED REQUIREMENTS:, • One year of child care experience in an early childhood setting., • Fingerprint Clearance (Department of Investigation and Department of Education), • New York State Central Registry Clearance ABOUT US The Jewish Community Center of Staten Island was founded in 1929 with the goal of creating a home for the Jewish community by offering social, recreational, and educational activities. Over time, that mission expanded to help anyone who walked through the doors of any of our facilities. The JCC has become a true community center—not just for the Jewish community, but for the entirety of Staten Island. Programs serve the needs we see in our community and are constantly expanding to meet new demand. We serve people of all walks of life, from young children to seniors and everyone in between. The JCC is proud to offer services that help improve the quality of life for people on Staten Island and beyond. We strive to help those in need as well as provide recreational and educational opportunities for our members. Powered by JazzHR 1rWLs2YI7O

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at a leading charter management organization in New York City. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also assist with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for full-time teaching positions. SPECIFIC RESPONSIBILITIES • Teach classes on behalf of Deans and teacher-leaders who are observing other teachers;, • Provide substitute teaching coverage for teachers within the school;, • Potentially teach one class or small groups of students;, • Periodically plan and deliver instruction, gradually taking on more responsibility throughout the year;, • Develop teaching skills to potentially become a full-time teacher at the school;, • Support students by providing one-on-one and small group tutoring daily, and small group intervention and student support;, • Observe Master Teachers in order to improve instructional techniques and classroom management;, • Meet regularly with a coach to implement feedback on lessons and instruction;, • Teach or help coordinate an Enrichment class;, • Implementing curricula and activities to meet academic standards;, • Designing and implementing assessments that measure progress towards academic standards;, • Using assessment data to refine curriculum and inform instructional practices;, • Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips;, • Providing consistent rewards and/or consequences for student behavior;, • Serving as an advisor to a small group of students;, • Helping to co-lead advisory/homeroom in the morning and afternoon;, • Supervising students during transitions, breakfast, lunch and afterschool;, • Being accountable for students’ mastery of academic standards;, • Communicating effectively with students, families, and colleagues;, • Participating in an annual three-week staff orientation and training.Qualifications, • Drive to improve the minds and lives of students in and out of the classroom, • Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility;, • Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt;, • Is extremely reflective and constantly wants to improve;, • is flexible and enjoys dealing with unpredictability;, • Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines;, • A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills;, • Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment;, • Prior experience working in schools and/or urban communities is preferred but not required;, • Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable., • 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 Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation The compensation for this role is $60,000. • The range above represents our compensation scales for the 2025-2026 school year. If starting prior to June 30th, 2025, compensation will be based on a slightly lower range, reflective of current compensation scales. New hires who fall into this category will see an increase in their compensation starting on July 1st, 2025 for next school year which aligns to the scale above. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • 403(b) retirement savings program + employer match, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. 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 .

Job Description TITLE: Classroom Teacher DEPARTMENT: Instructional REPORTS TO: Assistant Principal DATE PREPARED/REVISED: August 22, 2025 PRIMARY FUNCTIONS AND POSITION OVERVIEW Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. The Classroom Teacher is responsible for establishing and maintaining a classroom where whole group and small group instruction, discussion, projects and cooperative work engage students, keep classes focused, and infuse a lasting desire to learn in all. ESSENTIAL FUNCTIONS • Coordinating knowledge of students, instructional content and curricular resources to design differentiated units and lesson plans aligned to the Common Core standards, • Differentiates instruction for students as integral aspect of planning and teaching and understands Workshop Model in design of instruction, • Evaluate academic achievement and progress towards learning objectives through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive instruction and intervention, • Be accountable for students’ mastery of academic standards, • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students, • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice, • Managing student behavior and classroom routines to maximize learning time and create a positive classroom environment, • Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments, • Compile and organize documentation for IEP meetings, • Actively participating in professional development workshops as laid out in the school and professional development calendars, • Supervisor all class trips for the grade level, including school sponsored overnight trips, • Celebrating student achievement and progress in class and during school wide IB PYP assemblies, • Foster meaningful relationships with students and parents that drive students to invest in their learning and make academic gains, • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success, • Supporting the school as directed by the Principal and Assistant Principal QUALIFICATIONS • A Bachelor's degree from an accredited college or university a must., • A M.A., Ed.M or Master’s degree in education preferred., • New York State Certification for relevant grades or demonstrated process towards obtaining certification, • 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., • Evidence of excellence in teaching through continuous learning and data analysis, • Be a team player - a desire to work in a team-oriented environment and collaborate effectively with colleagues HpiqOA3P8G

Job Description Elementary Teacher, Brooklyn, New York In-Person Work Required This is an exempt position and is not eligible for overtime This role is eligible for an one-time $2,500 signing bonus for candidates who are hired by September 15th WHO WE ARE Explore Schools is a network of public charter schools providing 1,700 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned and culturally responsive. Our approach is designed to provide the conditions that nurture students as critical thinkers and natural problem-solvers. As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees. WHAT WE BELIEVE We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We envision a pathway to equity that features outstanding curriculum and instruction as well as ample opportunities for students to achieve success in and out of the classroom. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community. WHO YOU ARE You are a special educator with experience teaching diverse learners, including students who have individualized Education Programs (IEPs) in grades K-5. You are ready to provide targeted, data-driven and individualized instruction to diverse learners. You prioritize student engagement, critical thinking, and relationship building in the classroom. You have demonstrated that you are a reflective practitioner willing to go above and beyond to meet the needs of your students while educating the whole child. Additionally, you possess the following qualities: • Dedicated to working in communities that have historically been underserved and under-resourced, • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues, • Exceptional dedication and intentionality to achieve results and make growth in your own practice and in related student outcomes, • Ability to cultivate a positive classroom culture through building relationships with students and using classroom management strategies to promote safety and inclusion of all students, • Classroom presence: you are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions, • Ability to adapt scripted curriculum, • Detail-oriented and highly organized, • Bachelor’s degree required, • Classroom teaching experience required; 2 years strongly preferred, • New York State Teaching Certification, preferred, • Special Education Certification, preferred Nearly 20% of our students receive special education services. As an Elementary Special Education Teacher, you will work with our students with disabilities by providing data driven support through differentiated and specialized instruction. You will be expected to manage the following daily: • Provide targeted small group instruction to students throughout the day and/or co-teach, • Provide a range of instructional, management, and assessment strategies to meet the different needs of students, • Provide direct service to students to help them achieve their IEP goals, • Collaborate and consult with with grade level teams across content areas in order to support the needs of all learners, • Plan and deliver differentiated, universally-designed instruction in order to ensure all students meet rigrous acdemic standards, • Participate in MTSS structures, • Maintain compliance for students on caseload, including participating IEP meetings, writing IEPs and progress monitoring, and communicating with families around student performance, • Use Responsive Classroom approach to cultivate a positive classroom culture including, but not limited to, morning meeting, teacher language, interactive modeling, and other related practices, • Attend and actively participate in all meetings including PLCs, grade level meetings, and PD sessions, • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities Explore Schools offers our staff a competitive salary and generous benefits package. Our salary scale for this role has been established using an equity lens and is based on relevant years of experience, education, and NYS certification. • Teachers with a bachelor's degree and between 0 – 10 years of experience can expect to receive an annualized base salary of $62,710 - $84,000 for the 2025-2026 school year. Teachers with a master's degree and between 0 – 10 years of experience can expect to receive an annualized base salary of $67,486 - $93,636 for the 2025-2026 school year., • We believe teachers get better and are able to deepen their impact over time. Our scale for this role is designed to honor this, and we do not cap years of experience for an incoming teacher. Increases are offered each year based on your tenure., • We also offer a variety of additional compensation opportunities including stipends for additional time worked and leadership opportunities, additional pay for specialized certifications, and more., • A competitive and comprehensive benefits plan, covering up to 95% of the cost for employees and their families. Other benefits include dental and vision plans, employer paid disability and life insurance, parental leave benefits, flexible spending account options, generous vacation time and paid holidays, professional development, continuing education scholarships, referral bonuses, employee assistance program (EAP), childcare assistance, a 403(b) retirement plan with employer matching, and more!, • Flexible and reflective leadership: dedicated to staff development, team cohesion, and shared responsibility for decision-making, development, and team-wide priorities, • Driven and passionate colleagues who contribute to a professional and collaborative work environment, • Opportunities to sit on various committees and participate in initiatives central to key organizational decisions and strategic planning, • Our school-based staff also receive:, • Professional development: weekly PD, year-round retreats and trainings, and ongoing coaching by professionals, • Continued education support: staff are eligible to receive scholarship funds towards qualifying certification costs or higher education tuition Explore Schools is a network of 6 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our schools are currently operating fully in-person. For this position: • In-person work is required., • This is an exempt position and is not eligible for overtime., • The standard work week is 45 hours, though at times you may work more. As discussed in our Who We Are section, Explore Schools is an equal opportunity employer. It is important to us that all staff members have a place of employment that is free of discrimination of all kinds and where staff can bring their authentic selves to work. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran, or military status. If any employee or applicant believes they have been discriminated against, they should let Tiffany Williams know immediately. #LI-YM1

Job DescriptionPosition: Teen Tutor Location: 321 E111th Street New York, NY 10029 Salary Range: $30.00 per hour Employment Type: Part-Time, Non-Exempt Hours: 10 hours per week About Us Since 1876, The Boys’ Club of New York (BCNY) has been partnering with boys and young men in after-school, weekend, and summer programs that support youth growth and development. BCNY’s two well-equipped clubhouses in East Harlem and Flushing and its wilderness camp in Harriman State Park offer activities and programs remarkable in their range. From swimming to robotics and enjoying ice skating in Central Park and a trip to the theatre on Saturdays, BCNY programs and events deepen interests and skills and are free of charge to members and their families. With the increase in youth directly impacted by the shelter and homelessness crisis in New York City, BCNY is dedicated to increasing equitable access to its free, high quality youth programs that foster brave spaces where boys and young men can connect, have fun and build lifelong friendships with peers and mentor. Part of that mission is our commitment to BCNY’s expansion sites in the Bronx and Brooklyn that engage members within their communities with the same youth-centered ethos the organization is known for. Our dedicated and highly skilled staff and our professional advisory council have made BCNY a leader in youth programming across the field and we invite you join our team as we partner with boys and young men as they journey through their childhoods and our clubhouses. Job Summary We are a COVID-19 proactive organization that follows applicable health and safety regulations to help protect our members and staff. Under the direction of the Education Director, the Teen Tutor will provide individual and/or small-group tutoring to boys 13-21 years old. Tutors will be strongly supported by the Education Director and are responsible for planning their own lessons and finding materials. He/she will work with core subjects, including Math, English, Science, and History, as well as Regent’s and other test preparation. We are seeking a reliable, highly motivated candidate with a strong record of working with teens and young people. Job Requirements Frontline employees are not required to be fully vaccinated against COVID-19, however, BCNY strongly encourages all employees to be vaccinated against COVID-19 and obtain a booster shot. Responsibilities • Plan, organize, and implement appropriate programs and lesson plans to enhance skill development of participants, • Work regularly with the Education Director and other relevant staff to assess the needs of individual students and adapt lessons to meet those needs, • Observe and track member progress and attendance, • Reinforce positive student behavior and clubhouse rules; maintain a positive relationship with all members, families and staff, • Write, implement and adapt a curriculum and training methods that meets participants’ interests, • Other duties as assigned, • Attend required department meetings and professional development trainings Qualifications • Minimum bachelor’s degree with a focus in Education or a relevant field, • At least 2 years of experience as a Tutor or classroom teacher, • Experience working with students from 6-18 years old, • Knowledge of NYC school standards preferred, • Knowledge of core subjects (Math, English, Science, and History), • Strong communication and organizational skills, • Ability to adapt to a changing environment and address the varying needs of the boys What We Offer • PTO: Sick time only The Boys’ Club of New York is an equal opportunity employer and makes employment decisions without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, protected veteran status, disability status, or any other status protected by law. If you have a disability or other protected need requiring an accommodation, please contact Human Resources.

Job DescriptionAbout the American Dream School The American Dream School (ADS) is a dual-language (Spanish/English) 6-12 school in the Mott Haven area of the South Bronx. We offer a project-based program that cultivates bilingualism and biliteracy. The mission of the American Dream School is to develop academic excellence in both Spanish and English, preparing students to excel in college and become leaders in their communities. About the Position The American Dream School is seeking a fully bilingual (Spanish/English) motivated, goal-oriented Science Teacher. Our science department seeks to introduce students to scientific thinking, equipping them with the knowledge as well as analytical and problem-solving skills that will prepare them for further studies at the college level. We aim to equip students to be responsible citizens in a world shaped by science. We challenge students to gain a genuine understanding and enjoyment of science including its application in real-life situations. Responsibilities: INSTRUCTIONAL • Implement and support in the development of a rigorous cutting edge Science program that develops scholars as problem solvers and analytical thinkers., • Develop and teach clear and engaging lessons that follow the rigorous, Common Core-aligned American Dream curriculum, • Hold students accountable for high behavioral expectations and implement American Dream’s behavior management system with consistency, • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards using Illuminate Education, our assessment platform., • Implement a co-teaching model consistently to best support student learning needs., • Promotes a sense of urgency in learning, • Assist in the distribution, collection, and grading of tests and homework assignments, • Create meaningful interim assessments that will help drive instruction and prepare students for success on the Regents Exam, • Maintain accurate records and create reports, • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom, • Prepare reports on student academic performance for staff and/or administrators, • Tutor and assist students individually or in small groups, • Create annual goal for students’ IEP, • Implement and track the progress of annual goals of students’ IEPs as it pertains to your content area, • Write progress reports (Present levels of Performance) for students as requested, • Participate in yearly IEP conferences, • Teach one section of an elective course, credit recovery or serve as an advisor for a student club, • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual Teacher Academy, • Participate in teacher-parent conferences regarding students’ progress or problems, • Supervise and manage students in all spaces and during transitions, upholding ADS core values, rules, and policies, • Instruct, maintain, and monitor students in the use and care of equipment and material, • Assist with breakfast/lunch duties, as needed, • Actively participate in opportunities to strengthen her/his own pedagogical skills as well as contribute to the learning of colleagues, • Contribute to the school’s smooth and efficient operation by fulfilling required administrative duties, responsibilities, and maintaining open and proactive communication with colleagues, • Create and maintain bulletin boards to showcase student work, • Candidate must be able to provide proof of being fully COVID-19 vaccinated., • Bilingual Spanish/English, • Bachelor’s degree in Science or related field, Master's preferred, • New York State Teaching Certification 7-12 or Special Education 7-12 is required, • Strong organizational, data tracking, and analysis skills, • Maintain confidentiality, meet deadlines, complete assignments with consistent accuracy Salary: $60,000.00 - $125,000.00 per year Benefits: • 401(k), • 401(k) matching, • Dental insurance, • Flexible spending account, • Health insurance, • Life insurance, • Paid time off, • Monday to Friday, • Teaching: 1 year (Required) Powered by JazzHR Ls7aCbfLZc

Job DescriptionDescription: We are currently looking for a Preschool Mentor Teacher to support two of our Preschools: in Midwood, Brooklyn and Staten Island. The Staten Island Children's Program is located at 281 Port Richmond Ave Staten Island, NY 10302. Our William O'Connor- Midwood School is located at 1520 East 14th St Brooklyn, NY 11230. Why Join ADAPT? It's more than a job; it's a calling. It's where passion meets purpose. ADAPT Community Network, formerly United Cerebral Palsy (UCP) of NYC provides a multitude of services to people with developmental disabilities. At ADAPT, we are 3,000 strong, and it takes every one of us to empower the lives of the people we support. With caring and great resources at hand, we know what it takes to help people live fuller, happier, healthier lives. Our employees show their commitment to the people we support every day, and we all deliver on our promise to provide innovative and comprehensive services to individuals with developmental disabilities. For your next career move, apply with us at ADAPT Community Network! Wherever you work among our many locations around New York City, ADAPT offers paid training, competitive benefits, and we foster a team culture of learning, support, collaboration and career growth. SUMMARY Under the general direction of the Director, the Mentor Teacher is responsible for supporting the delivery of high-quality educational instruction to students in Special Education and Universal Pre-Kindergarten (UPK) Programs. This role involves planning and implementing individualized educational programs, ensuring compliance with all applicable regulatory standards, and fostering a developmentally appropriate and inclusive classroom environment. The Mentor Teacher also serves as an instructional or teacher-team leader and professional development coach within the school building. They provide ongoing support, guidance, and modeling to teachers, assistant teachers, and student teachers to enhance instructional quality and student outcomes. As a teacher-team leader, the Mentor Teacher ensures collaboration among interdisciplinary teams (i.e., related service providers, families, etc.) and contributes to continuous program improvement. ESSENTIAL DUTIES & RESPONSIBILITIES The duties and responsibilities of the Mentor Teacher will include, but are not limited to the following: • Plan, implement, and adapt daily lessons and classroom activities based on students' developmental levels and individual education plans (IEPs)., • Develop and maintain both short- and long-term instructional goals and evaluate student progress regularly., • Participate in student evaluations, intake assessments, and transition planning processes., • Develop educational reports, including annual reviews, quarterly progress reports, and formal assessments in all developmental domains, where needed., • Ensure that lesson plans and classroom materials are developmentally appropriate, culturally responsive, and accessible to all learners., • Maintain up-to-date and accurate student records, including attendance, data tracking, and anecdotal reports., • Provide mentoring, modeling, and instructional coaching to teachers and teacher assistants, fostering a culture of reflective practice and professional growth., • Conduct regular classroom observations and provide constructive feedback aligned with agency expectations and instructional goals., • Lead professional development initiatives, in-service training sessions, and orientation programs for new and existing staff., • Collaborate with teachers to design and implement differentiated instructional strategies and individualized behavior supports., • Act as team leader for each student’s interdisciplinary team, facilitating collaboration and goal alignment., • Participate in interdisciplinary team meetings, IEP meetings, parent-teacher conferences, annual reviews, and other program-related committees (e.g., Education Curriculum Committee)., • Maintain regular communication with the Director / Assistant Director and participate in weekly update meetings to discuss classroom performance, student progress, and staffing needs., • Oversee classroom setup, including furniture, materials, and adaptive equipment to optimize learning and ensure safety., • Manage and requisition of classroom supplies and materials in accordance with budgetary procedures., • Support arrival, dismissal, and transition routines; assist students with personal care needs including feeding, toileting, and dressing, as needed., • Implement universal precautions and adhere to health and safety protocols as noted in Article 47., • Substitute in other classrooms or support staff coverage when needed., • Contribute to curriculum development, lesson planning frameworks, and instructional resources aligned with state learning standards and agency goals., • Support the implementation of inclusive practices., • Stay informed of current trends and best practices in early childhood and special education through professional development, research, and continuing education., • Promote the agency’s mission and advocate for the needs and dignity of students with disabilities., • Contribute to Curriculum Committee meetings, • Performs other related duties as requested. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • Ability to read, write, speak and understand English, • Excellent oral and written communication skills, • Good organizational skills and ability to meet deadlines, • Proficiency in the use of a personal computer and appropriate software, • Good interpersonal skills necessary to interact effectively with coworkers, employees, children and their parents and outside contacts, • Must maintain confidentiality of student’s records, • Must maintain confidentiality of staff records, • Ability to analyze problems and determine corrective measures, • Passion for ADAPT's mission and demonstrates a commitment to the non-profit disability sector. EDUCATION and/or EXPERIENCE • Master’s Degree in Early Childhood Education required, • New York State Certification in Special Education for Special Education Teachers, • New York State Certification in Early Childhood Education or N-6 (for Day Care and UPK Teachers), • New York State Certification in Special Education for Special Education Teachers, • New York State Certification in Early Childhood Education or N-6 (for Day Care and UPK Teachers), • Meet all additional NY State Certification requirements At ADAPT, we value diversity, equity, inclusion, accessibility, and belonging. We strive to ensure that our employees are comfortable bringing their whole, authentic self to work and that the people we support can also be their authentic selves. We value diverse backgrounds, opinions, ideas, and ways of thinking. We aim to build an inclusive and diverse workforce that is empowered and supported by leaders who create diverse and inclusive teams. We continuously seek opportunities for the organization to foster a more positive, respected, united, and collaborative culture. ADAPT Community Network is proud to be an equal opportunity employer and is committed to creating an inclusive environment for all employees. Qualified candidates of diverse ethnic and racial backgrounds and status are encouraged to apply for vacant positions at all levels. Requirements:

Job DescriptionJOB SUMMARY You will provide a safe, nurturing and stimulating environment in which the children can grow physically, socially, emotionally and intellectually using the educational philosophies and goals of the program as guidelines. This is a full-time position, 32 hours per week. ABOUT YOU You will provide a safe, nurturing and stimulating environment in which the children can grow physically, socially, emotionally and intellectually using the educational philosophies and goals of the program as guidelines. WHAT YOU’LL DO • Develop a daily routine consistent with the needs of the children., • Plan and carry out daily lesson plans to include individual and small/large group instruction to meet the goals and objectives in each child’s IEP. Submit plans to Director for review on a weekly basis., • Provide and implement well planned daily activities that encompass using a multitude of learning opportunities in all centers of the classroom., • Complete required paperwork in a timely manner (requested and annual educational reports, IEP’s, quarterly progress updates.), • Review educational goals and objectives for children to ensure continuity in classroom activities., • Participate in team case conference meetings to review and update student intervention strategies., • Establish and maintain professional communication with parents (notebooks, phone, etc.) keeping them informed of their child’s progress, activities, and needs., • Participate in parent-teacher conferences twice yearly, or as needed, to review IEP goals/objectives and school performance., • Maintain accurate attendance records, files and paperwork., • Provide and ensure appropriate supervision of the children at all times., • Provide and ensure appropriate, language and positive methods of disciplinary intervention as defined by our staff policy., • Supervise teacher assistants/aides (and substitutes) responsibilities to ensure that all appropriate interactions, policies and guidelines are followed., • Prepare and maintain a safe clean, and well-organized learning environment., • Ensure that the Department of Health, Bureau of Day Care regulations are followed., • Assist in planning school wide events., • Maintain and respect confidentiality of child, parent, staff and other center issues., • Attend weekly staff meetings, in-service training and on and offsite professional development workshops, as determined by the school calendar., • Keep Director informed of incidents relating to accidents, concerns about child’s progress, or extra ordinary circumstances., • Appropriately represent the Center in all forums. PREFERRED REQUIREMENTS: • Fingerprint Clearance (Department of Investigation and Department of Education), • New York State Central Registry Clearance BENEFITS The JCC of Staten Island is committed to keeping you and your family healthy and happy through a comprehensive benefits program. Offerings include: subsidized options for Medical; offerings for Dental and Vision coverage, FSA and Dependent Care. We also offer free LTD, STD, Life Insurance, a Pension, 403B, generous program discounts, free membership, ample time off and much more! ABOUT US The Jewish Community Center of Staten Island was founded in 1929 with the goal of creating a home for the Jewish community by offering social, recreational, and educational activities. Over time, that mission expanded to help anyone who walked through the doors of any of our facilities. The JCC has become a true community center—not just for the Jewish community, but for the entirety of Staten Island. Programs serve the needs we see in our community and are constantly expanding to meet new demand. We serve people of all walks of life, from young children to seniors and everyone in between. The JCC is proud to offer services that help improve the quality of life for people on Staten Island and beyond. We strive to help those in need as well as provide recreational and educational opportunities for our members.#INDjobs Powered by JazzHR 6mkZkOIO5s

Job Description JOB DESCRIPTION TITLE: English as a New Language Specialist DEPARTMENT: Instruction REPORTS TO: Assistant Principal DATE PREPARED/REVISED: August 1, 2025 PRIMARY FUNCTIONS AND POSITION OVERVIEW Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. The English as a New Language Specialist provides instructional support to students identified as Limited English Proficient by the NYSITELL and NYSESLAT tests. The ENL Specialist ensures students acquire English language speaking, listening, reading, and writing skills through a variety of flexible models that prioritize push-in and pull-out services guided by the effective use of co-teaching practices. Lastly English as a New Language Specialist will use his or her expertise in language acquisition to collaborate with a caseload of teachers and provide on-site professional development. ESSENTIAL FUNCTIONS ● Considering the needs of each child when designing lessons that help students develop the English language skills of listening, speaking, reading, and writing. ● Evaluate academic achievement and progress towards learning objectives through detailed da analysis of student performance on a wide variety of metrics; Utilize student data collected drive instruction and intervention. ● Engaging in coaching cycles and implementing research-based strategies that maximize the own performance and that of their students. ● Reflecting on their own progress as educators. ● Seeking out professional resources and attending professional development for serving t needs of English Language Learners to continuously improve their practice. ● Participating in the ELL Consortium at the NYC Charter Center ● Providing students with frequent feedback and evaluation based on the development of individualized goals for performance that are specific, measurable, ambitious, rooted in data and time-bound. ● Determining students’ needs by researching students’ ELL status on ATS, administering home language surveys, and conducting the NYSITELL and NYSESLAT assessments as needed. ● Maintaining accurate records of students’ progress. ● Collaborating with the Reading Specialist, and other colleagues to leverage the strength of all team members. ● Communicating with families regularly and building community with them through school events ● Administer the NYSITELL and NYSESLAT assessments. ● Provides support to staff regarding strategies to support ENLs inclusively in the classroom ● Working with the Special Education Coordinator to ensure appropriate accommodations given to students during assessments as needed. ● Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success ● Supporting the school as directed by the Principal and Assistant Principal QUALIFICATIONS ● A Bachelor's degree from an accredited college or university is a must. ● A M.A., Ed.M or Master’s degree in education preferred ● New York State Certification for relevant grades or demonstrated process towards obtaining certification ● 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 ● Evidence of excellence in teaching through continuous learning and data analysis ● Be a team player - a desire to work in a team-oriented environment and collaborate effectively with colleagues ● Dedication to GCCS’ mission EMPLOYEE ACKNOWLEDGEMENT THIS JOB DESCRIPTION IS A CONCISE STATEMENT OF THE DUTIES, RESPONSIBILITIES, AUTHORITIES AND RELATIONSHIPS BUILT INTO THE JOB. THE DESCRIPTION OUTLINES THE REQUIREMENTS FOR PERFORMING THE WORK, ITS FREQUENCY AND SCOPE. IT IS BASED ON THE NATURE OF THE WORK AND NOT ON THE INDIVIDUAL CURRENTLY PERFORMING IT. THIS JOB DESCRIPTION CAN AND WILL BE REVISED AT THE DISCRETION OF THE CHIEF OFFICERS. Powered by JazzHR 8cduKrd8vq

Job DescriptionHigh School History Teacher Join Our "Relationships-First" Team: Join School in the Square in reimagining PreK-12th grade education in Washington Heights and Inwood. A tuition-free public charter school, we were founded in 2016 on our "relationships first" philosophy: making sure that we engage, educate, and empower our students, families, and professional team members. We invite you to be a part of a 175+ team whose mission-aligned culture offers sustainable, rewarding career paths in teaching, operations, and leadership, built on relationships-first collaboration and mutual support. Experience the difference at a workplace that celebrates and cultivates each team member's passions, skills, and multi-disciplinary interests as we build a brighter future together, one student at a time. Why School In the Square? As a "relationships first" community, we... • Demonstrate care for colleagues, students and families,, • Commit to learning and growing together,, • Invest in relationship-building work, We are looking for dedicated, mission-aligned teachers across grade levels 9-10. Reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT), you will support our efforts to ensure high academic standards while also focusing on the social-emotional needs of all students. If you have a deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment, we would love to hear from you. Who You Are: • Skilled in current teaching methods and educational pedagogy including but not limited to:, • Interactive, hands on, creative learning, • Use of technology to support instruction in all areas, • Use of assessment to drive instruction, • Differentiation of curriculum to meet the needs of diverse learners, • Knowledge of co-teaching strategies, • Knowledge of ELL strategies, • A strategic, solutions-focused thinker with strong communication and planning skills., • A strong relationship builder, you get personal fulfillment by teaching and coaching students in both academic and non-instructional situations, respecting and encouraging student effort., • Familiar with restorative practices, a strong believer in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices, • Self-reflective with the capacity to accept and implement feedback to improve instruction, • A graduate of a Bachelor's Degree in Education or relevant content area, • Current possessor of a valid New York State Teaching Certification or willing to enroll in a New York State Teaching Certification Program and obtain such Certification within two years. At S2, we take as much care of our staff as we do of our students. S2 is committed to supporting our staff by helping them build sustainable, rewarding careers that center on each individual's passions and multi-disciplinary interests. All of our faculty and staff are valued professionals and we are proud to provide team-building and collaboration, comfortable and friendly working conditions and more, to ensure our team members have the tools they need to succeed. In addition to meaningful and rewarding work, School in the Square provides ultra competitive salaries. Using two pay scale ranges based on your New York State Certifications, years of experience and education level certified teachers salary ranges from $66,000 - $122,764 and uncertified teachers salary ranges from $63,000 - $119,764. Additionally, we provide opportunities for supplemental compensation, an excellent benefits package with • a 401K program with a 6% organizational match, • 93% coverage of healthcare coverage, • longevity bonus, • generous paid time off

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon 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 1. Instruction • You'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. 2. Data Analysis • You'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. 3. School Culture • You’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.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required 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 Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $72,000 to $115,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $72,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • 403(b) retirement savings program + employer match, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. 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 .

Job DescriptionIn a large city like New York, The Co-op School provides a safe and stimulating micro-environment where students experiment and learn. All members of The Co-op School- students, families and staff- contribute to the development of our unique culture and participate in and improve our community and beyond. As students learn to work together, preparing for a global environment, families also work in committees and on the board to support the school. Whether painting walls, assembling furniture, growing the school through various initiatives, and much more, we all help The Co-op School flourish. Meanwhile, faculty collaborate to create learning opportunities that evolve with students strengths and interests in addition to utilizing best practices. Teachers guide students in the dynamic, life-long process of questioning and deepening connections. Through far-reaching social studies projects enrichment through literature, math, science and the arts, students make decisions, research and reflect. Students will leave The Co-op School confident to effect change in the community and comfortable reflecting on ways to challenge and grow themselves. As creative problem solvers, each with unique viewpoints and learning styles, students will embrace the idea of a more equitable world. We strive to inspire passion and teach children to become protagonists in their own educational journey by fostering their innate sense of curiosity and creativity. We listen to and honor the individual interests and strengths of each child. The Opportunity: The Co-op School is seeking a committed After School Teacher to join our team from 3:00pm - 6:00 pm Monday - Friday but can be flexible for the right candidate. We are looking for someone who possesses the following skills and qualities: Passionate about working with children A commitment to working with students ages 2- 12 Experience working with children in a preschool or elementary school level Ideal candidate has or will have a degree in early childhood or elementary education Enthusiasm for the opportunities and challenges inherent in working with children A positive attitude and flexible approach Duties: Work with the After School Director to ensure the Co-op Schools mission and values are upheld inside and outside the classroom Work with the After School Director, and teachers to ensure that the Co-op School maintains a healthy and safe environment in which the children can learn, play, and grow Responsible for the daily operation of the after-school program including logging children in and out of the daily log book Lead activities during instruction time and play Responsible for maintaining a tidy classroom Work with the After School Director to ensure all students go to their scheduled enrichment classes Assist the After School Director, and teachers in fostering open communication between the staff and Co-op families Work with the After School Director, and teachers to ensure that all families and children are warmly greeted during drop-off and pick up Assist the After School Director, and teachers in maintaining a positive environment for other counselors and staff members Attend and complete all training required by the State Licensing Board outlined by the Department of Health or Department of Education To Apply: Send your resume to The Co-op School is an equal-opportunity employer. We prohibit discrimination against any employee or applicant for employment on the basis of race, creed, color, citizenship, national origin or ancestry, religion or religious practices, sex, age, marital status, sexual orientation, physical or mental disability, prior arrest or conviction record, genetic predisposition or any other basis prohibited by federal, state, or local laws. Our policy extends to all employment practices including but not limited to, hiring, transfer, promotion, training, compensation, benefits, lay-offs, and termination.

Job Description Earn a $140,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth - as pedagogical experts, intellectual seekers, and community leaders. About the Role TEP is deeply committed to Physical Education, evidenced by the fact that TEP students receive one full period of PE every single day, across every single grade. As one of the three pillars of our program (Academics, Arts, and Athletics), TEP treats PE as a full-fledged academic subject, and not as an elective meant to supplement. In this role, you will teach a daily 45-minute PE period to each of the five K, 1st, 2nd, 3rd, or 4th grade classes. You will also supervise unstructured play as well as structured activities during recess, ensuring that students are safe but active on the road to developing the habits that will lead to life-long health. Requirements About You • Minimum of 2 years of lead teaching experience in Kindergarten through 4th Grade Why TEP • The opportunity to join an unmatched and mission-driven team of educators that are passionate about educational equity, • Compensation: Master Teachers earn an annual salary of $140,000, with the opportunity to earn an annual bonus, • Time Off: Approximately 10 weeks of vacation per year (all school vacations), • Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming, • Healthcare: World-class medical, dental, vision, STD, LTD, and Life Insurance policies, • Family Focus: Parental leave and dependent care account so you can care for your loved ones, • 403b Retirement Plan: We care about your ability to save for your future Join us for an VIRTUAL info session! If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP's Senior Leaders. Learn more about the teacher application process and what it's like to teach at TEP. Please RSVP here! To Apply: To apply, you must submit an application through The Equity Project (TEP) Charter School website here. The first stage of the process is the application below. In order to be considered, you must submit an application that consists of all four components: 1 - Resume, 2 - Cover letter, 3 - Instructional Video, and 4 - Submission of Teaching and Learning. The requirements for each of the four components are specified in detail below. 1. RESUME: Please submit an up-to-date resume., 2. COVER LETTER: Please submit a well-written cover letter that highlights your specific interest in joining the TEP community., 3. INSTRUCTIONAL VIDEO: Please submit an unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. If you do not have a video with students in the classroom you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with/for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We’re excited to see your creativity. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred. 4. SUBMISSION OF TEACHING AND LEARNING: Submit one of the following three options: Option A: Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative. Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments. The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative. Option C: Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc. The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.

Job DescriptionDescription: About Bronx Arts Bronx Charter School for the Arts (Bronx Arts) is a public k-8 school, located in both the Hunts Point and Soundview sections of the South Bronx. Bronx Arts is founded on the principle that a rich and vibrant background in the arts is a key component of achieving academic excellence. We strive to serve as a model that encourages creativity and innovation in the classroom and inspires students to develop the intellectual and personal fortitude to realize their dreams. At Bronx Arts, students receive daily instruction in theater, dance, music, and visual arts, and lessons in these subjects are integrated into the academic curriculum. Opportunity Summary Bronx Arts seeks a Middle School English Language Arts Teacher responsible for promoting a positive school culture while working with parents, students, and outside instructional consultants to ensure that all students achieve both academically and socially at high levels in their discipline. Student Achievement • Plans purposefully in order to provide individual students with opportunities for constructing meaning and developing understandings of literary concepts., • Utilizes developmentally appropriate and rigorous curricula and instructional materials that are tightly aligned to Bronx Arts’ benchmarks and New York State standards., • Presents students with new ideas and concepts through a variety of strategies, and inspires and guides them to explore, express and uncover new ideas of their own., • Administers, collects, and analyzes both qualitative and quantitative data gathered from a variety of assessments on each student., • Reflects regularly on data from student assessments alone and with colleagues, administration, or students’ families in order to inform their work, modify practices, and increase student achievement., • Collaborates with inclusion teachers to design and execute individualized instructional plans for students with special needs in order to ensure they achieve academically at high levels, and are fully included in the Bronx Arts community; and, to foster a rich experience for all students in inclusion., • Collaborates with the inclusion and Arts teachers in designing and co-teaching lessons that integrate the arts into other content areas and classroom routines when appropriate in order to promote the arts and improve student achievement., • Builds relationships with their students’ families through regular communication about students’ progress and ways in which families can support their children’s learning., • Researches, develops, and shares resources and materials with other staff members. School Culture • Leads, in collaboration with the school’s leadership team, the promotion and implementation of the Bronx Arts Middle School Method and BASS the middle school’s Positive Behavior Intervention System. BASS is the driver of the effort to establish a school culture that reinforces the school’s mission, goals, and operating principles within all aspects of the Bronx Arts community including, but not limited to, the school’s high social expectations for students, its rituals, policies, and routines., • Creates a classroom community that maintains the school’s high social expectations for students as defined by the Bronx Arts operating principles., • Participates in the on-going effort to establish a school culture that reinforces the school’s mission, goals, and operating principles within all aspects of the Bronx Arts community., • Collaborates with the other arts specialists, the Director of Arts, and staff members on the design and execution of school-wide performances, exhibitions, and family events that promote the arts Human Resources and On-going Development • Actively works to improve their own practice in order to acquire the skills and knowledge necessary for excellent instruction and to generally increase their effectiveness in the organization., • Actively strives to embody the operating principles in their work., • Operates according to the professional standards of the school, which are defined in detail within the schools’ staff policies and procedures handbook., • Takes responsibility for the success of the organization by maximizing all opportunities to further the mission of the organization within the school, broader Hunts Point, and New York City communities.Requirements:, • An outstanding classroom teacher who holds students to consistently high behavioral and academic expectations., • A results-driven educator with experience in, and commitment to, the use of data analysis and assessments to drive instructional decisions and teacher accountability., • A graduate of a Bachelor’s degree program (required) from an accredited college or university. Master's Degree preferred., • Minimum three years teaching experience in their discipline., • NYS teaching certification Compensation packages are competitive and commensurate with experience. Benefits include: Health, dental, vision, paid time-off, short and long-term disability, life insurance, commuter benefit program. Optional benefits include: 403b retirement plan, dependent care FSA and medical flexible spending account. Bronx Arts is an equal opportunity employer. Bronx Arts does not discriminate on the basis of race, gender, disability, age, religion, sexual orientation, or national or ethnic origin.