NYS Certified Computer Science Teacher (Grades 9-12) - Williamsburg Charter High School
Brooklyn, NY
About the Job
Education and Credentials (minimum)
- Bachelor’s degree
- Two years of experience teaching in an urban high school setting (preferred)
- New York State certified/equivalency (in certain circumstances)
- New York State Fingerprint clearance
Job Type:
- Full-time
Salary and Benefits:
- $60K to $80K
- 403(b) matching up to 8%
- Dental insurance
- Health insurance
- Vision insurance
- Life insurance
- Flexible spending account
- Commuter benefits
- Paid time off
- COVID-19 masks, daily health screening, and vaccinations are required
WILLIAMSBURG CHARTER HIGH SCHOOL
Computer Science Teacher
About Us
Williamsburg Charter High School provides a broad liberal arts academic program to the high-school-age youth of north Brooklyn. School programs are individualized to connect to each student’s particular level of development, including English Language Learners and students with Special Education Services. Further, WCHS provides supportive relationships with faculty, extended instructional periods, and opportunities after-school and on Saturdays for additional academic support. Social and emotional support is also available to students to ensure their non-academic needs are addressed. Students are accepted to WCHS through a random lottery with no minimum requirements, tests, or auditions required to gain entrance and, as a public charter school, there is no tuition
Position Description
A Williamsburg Charter High School instructor creates an enriching environment where learning is fostered, ideas are created, and the outcomes of those behaviors result in student achievement. Our instructors serve as the academic head of their classes but also as advisors to students. We believe that the whole scholar is nurtured at an ideal educational institution through academics, interpersonal relationships, and purposeful social-emotional learning.
The Instructor as the Facilitator of Learning
● Building and maintaining positive relationships with students, families, and all other stakeholders
● Utilizing the backward planning model to design assessments and unit plans that are aligned to NYS Common Core Learning Standards and NYS Content Standards (where applicable)
● Responding to student achievement data (interims, Regents exams, course exams/quizzes, etc.) by revising instructional plans to respond to individual student needs and areas of strength
● Planning rigorous daily lesson plans rooted in three-part objectives that clearly designate the lesson’s expected behavior, condition, and criteria
● Engaging students in self-assessment and reflection to engage them in the learning process and ensure motivation and engagement
● Implementing class procedures and routines that are maintained throughout the year to ensure little to no loss of instructional time during lessons
● Facilitating bell-to-bell instruction by employing student-centered learning activities and strategies during instruction
● Ensuring a clean and safe learning environment where classroom materials, furniture, and technology are utilized to maximize student learning
● Showcasing the learning process and student work by creating classroom and hallway bulletin boards that are updated monthly
● Collaborating with co-teachers (where applicable) to design lessons and experiences that meet the needs of all learners
● Ensuring that all learners receive accommodations and/or modifications as identified by Individualized Education Plans and/or 504s.
● Adhering to the school-wide grading policy to provide students (and families) with clear and reliable data about student progress and maintaining a grade book that is updated weekly
● Meticulously maintaining accurate attendance and behavior data and enlisting the assistance of the Student Support department to support students (where needed)
The Instructor as a Steward of School Culture
● Participating in all class level assemblies, student support meetings, and school-sponsored events
● Participating in focus groups, evaluations, and committees as requested to assist with the constant improvement of the school as a whole
● Participating and supporting WCHS open-door classroom policy, allowing parents and teachers, and other stakeholders to informally observe the work and actively seeking to observe the work of your colleagues for professional development
● Arriving at school no later than 7:55 AM (to ensure that the classroom is clean, supplies are prepared and the instructor is ready to receive students) and departing no earlier than 3:10 PM (to hold necessary interventions, hold office hours, attend school meetings, and to ensure that students that need extra help can receive it). Even with these time parameters in mind, we ultimately seek educators who will work relentlessly to ensure each student’s learning is maximized
● Teach five class periods per school day, unless otherwise designated
● Serve two periods of School Service per week as determined by his/her supervisor (e.g., Study Hall supervision, cafeteria duty, hallway duty, monitoring of student entry and exit, etc.)
● Proactively involve the student’s family in their learning through regular communication including, but not limited to: weekly informal communication via emails, notes, telephone calls, and meetings
● Realize that although student achievement is central to our work, Williamsburg Charter High School graduates are academically well-prepared and good citizens of their community. The cornerstone of our ideology is based on providing students with life skills and a sense of responsibility to their community in addition to an excellent education
● Share expertise and curriculum with colleagues
● Respond to all school-related communications within 48 hours, including but not limited to voicemails and emails, from Williamsburg Charter High School faculty and staff (including supervisors and other teachers)
● Attend and participate in school-related activities and events outside of normal school hours (e.g., Back to School Night, Student-Led Conferences, Parent Advisory meetings, Back-to-School Night, field trips, student events, and performances, etc.)
● Adhere to the WCHS Student Handbook, Teacher Handbook, Personnel Policies, and Instructional Manual
Education and Credentials (minimum)
- Bachelor’s degree
- Two years of experience teaching in an urban high school setting (preferred)
- New York State certified/equivalency (in certain circumstances)
- New York State Fingerprint clearance
Job Type:
- Full-time
Salary and Benefits:
- $60K to $80K
- 403(b) matching up to 8%
- Dental insurance
- Health insurance
- Vision insurance
- Life insurance
- Flexible spending account
- Commuter benefits
- Paid time off
- COVID-19 masks, daily health screening, and vaccinations are required
WILLIAMSBURG CHARTER HIGH SCHOOL
Computer Science Teacher
About Us
Williamsburg Charter High School provides a broad liberal arts academic program to the high-school-age youth of north Brooklyn. School programs are individualized to connect to each student’s particular level of development, including English Language Learners and students with Special Education Services. Further, WCHS provides supportive relationships with faculty, extended instructional periods, and opportunities after-school and on Saturdays for additional academic support. Social and emotional support is also available to students to ensure their non-academic needs are addressed. Students are accepted to WCHS through a random lottery with no minimum requirements, tests, or auditions required to gain entrance and, as a public charter school, there is no tuition
Position Description
A Williamsburg Charter High School instructor creates an enriching environment where learning is fostered, ideas are created, and the outcomes of those behaviors result in student achievement. Our instructors serve as the academic head of their classes but also as advisors to students. We believe that the whole scholar is nurtured at an ideal educational institution through academics, interpersonal relationships, and purposeful social-emotional learning.
The Instructor as the Facilitator of Learning
● Building and maintaining positive relationships with students, families, and all other stakeholders
● Utilizing the backward planning model to design assessments and unit plans that are aligned to NYS Common Core Learning Standards and NYS Content Standards (where applicable)
● Responding to student achievement data (interims, Regents exams, course exams/quizzes, etc.) by revising instructional plans to respond to individual student needs and areas of strength
● Planning rigorous daily lesson plans rooted in three-part objectives that clearly designate the lesson’s expected behavior, condition, and criteria
● Engaging students in self-assessment and reflection to engage them in the learning process and ensure motivation and engagement
● Implementing class procedures and routines that are maintained throughout the year to ensure little to no loss of instructional time during lessons
● Facilitating bell-to-bell instruction by employing student-centered learning activities and strategies during instruction
● Ensuring a clean and safe learning environment where classroom materials, furniture, and technology are utilized to maximize student learning
● Showcasing the learning process and student work by creating classroom and hallway bulletin boards that are updated monthly
● Collaborating with co-teachers (where applicable) to design lessons and experiences that meet the needs of all learners
● Ensuring that all learners receive accommodations and/or modifications as identified by Individualized Education Plans and/or 504s.
● Adhering to the school-wide grading policy to provide students (and families) with clear and reliable data about student progress and maintaining a grade book that is updated weekly
● Meticulously maintaining accurate attendance and behavior data and enlisting the assistance of the Student Support department to support students (where needed)
The Instructor as a Steward of School Culture
● Participating in all class level assemblies, student support meetings, and school-sponsored events
● Participating in focus groups, evaluations, and committees as requested to assist with the constant improvement of the school as a whole
● Participating and supporting WCHS open-door classroom policy, allowing parents and teachers, and other stakeholders to informally observe the work and actively seeking to observe the work of your colleagues for professional development
● Arriving at school no later than 7:55 AM (to ensure that the classroom is clean, supplies are prepared and the instructor is ready to receive students) and departing no earlier than 3:10 PM (to hold necessary interventions, hold office hours, attend school meetings, and to ensure that students that need extra help can receive it). Even with these time parameters in mind, we ultimately seek educators who will work relentlessly to ensure each student’s learning is maximized
● Teach five class periods per school day, unless otherwise designated
● Serve two periods of School Service per week as determined by his/her supervisor (e.g., Study Hall supervision, cafeteria duty, hallway duty, monitoring of student entry and exit, etc.)
● Proactively involve the student’s family in their learning through regular communication including, but not limited to: weekly informal communication via emails, notes, telephone calls, and meetings
● Realize that although student achievement is central to our work, Williamsburg Charter High School graduates are academically well-prepared and good citizens of their community. The cornerstone of our ideology is based on providing students with life skills and a sense of responsibility to their community in addition to an excellent education
● Share expertise and curriculum with colleagues
● Respond to all school-related communications within 48 hours, including but not limited to voicemails and emails, from Williamsburg Charter High School faculty and staff (including supervisors and other teachers)
● Attend and participate in school-related activities and events outside of normal school hours (e.g., Back to School Night, Student-Led Conferences, Parent Advisory meetings, Back-to-School Night, field trips, student events, and performances, etc.)
● Adhere to the WCHS Student Handbook, Teacher Handbook, Personnel Policies, and Instructional Manual