High School History Teacher - THE CHARTER SCHOOL FOR LAW AND SOCIAL JUSTICE

The Charter High School for Law and Social Justice provides students from the Bronx with a comprehensive High School education and lay the academic and social groundwork for success in college and careers. Using a theme of law and social justice, the School will engage, inspire, and empower students and will equip them with the academic skills to earn a Regents diploma and gain admission to the college of their choice, prepared for success. The School will create a pathway for its students to law school and careers in the legal field. The path will include mentoring opportunities with law students and attorneys and partnerships with institutions of higher learning. These institutions will offer college and law school experiences to our students and share with them the academic benchmarks and habits necessary to gain entrance to college and law school.

Our mission, along with our core values, ground and drives the work that we do. Our core values are: Excellence * Character * Courage * Commitment

DESIRED QUALIFICATIONS

• Required - Masters in a related field.
• Required - NYS Teaching Certification in a related field.
• Required - At least two years of prior teaching experience.
• Masters in Secondary Education or related field.
• At least two years of teaching experience in 8th grade or high school.
• Demonstrated success working in non-traditional and/or urban school settings.
• Excellent oral and written communication skills.
• Experience with educational technology (SMARTBoard, Student Laptops, etc.)
• Willingness to learn and grow professionally.

RESPONSIBILITIES

Content Knowledge and Planning

• Exhibit an understanding of and skills relevant to the subject area(s) taught.

• Demonstrate an ability to make topics and activities meaningful and relevant to each student.

• Integrate available technology resources compatible with students’ needs and abilities.

• Develop lesson plans that are clear, logical, and sequential using an Understanding of Design principles.

• Plan with the appropriate specialist(s) to differentiate instruction to meet the needs of all students.

Instructional Strategies

• Link present content/skills with past and future learning experiences.

• Effectively use various instructional strategies (e.g., modeling, cooperative learning, collaborating, and reading and writing in the content areas) to differentiate learning for all students.

• Effectively use questioning strategies to engage students and promote learning.

• Monitor the student’s understanding of the lesson and adjust teaching when appropriate.

• Maximize student learning by providing opportunities for all learners to participate actively and successfully.

• Explain the content and demonstrates skills in a variety of ways to meet the needs of all students.

• Hold each learner individually responsible for learning.

Assessment

• Use results of a variety of assessments to monitor and modify instruction as needed.

• Effectively use both teacher-made and standardized tests, as appropriate, to measure student performance.

• Use oral, non-verbal, and written forms of student assessment.

• Organize, maintain, and use records of student progress to make effective instructional decisions.

• Continuously monitor students' progress before, during, and after instruction and provides meaningful feedback.

• Demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement.

Student Communication and Rapport

• Use precise language and acceptable oral expression and written communication.

• Articulate clear learning goals and instructional procedures for the lesson to the students.

• Model caring, fairness, courtesy, respect, and active listening.

• Model concern for students' emotional and physical well-being.

• Seek and maintain positive interactions with students in all school settings.

• Seek information about student interests and opinions.

Classroom Management

• Enforce the School's student behavior policy.

• Communicate clear expectations about behavior to students and parents.

• Actively monitor student behavior and constructively provides feedback to students and parents.

• Create a physical setting and establish routines that promote learning and minimize disruption.

• Structure transitions efficiently and constructively.

• Manage emergencies as they occur in school settings.

Professional Demeanor and Development

• Maintain a professional appearance and deportment.

• Interact with colleagues and students ethically and professionally.

• Carry out duties in accordance with established policies, practices, and regulations.

• Select appropriate channels for resolving concerns and problems and maintain confidentiality.

• Complete all classroom and school assignments and responsibilities in a timely and effective manner.

• Participate in professional growth activities, including conferences, workshops, coursework, and committees or membership in professional organizations.

• Explore and apply knowledge and information about new or improved methods of instruction and related issues.

• Identify areas of personal strength and weakness and seeks the improvement of skills and professional performance.

School Community and Culture

• Initiate communication with parents or guardians concerning student progress or problems in a timely manner.

• Respond promptly to parent concerns and encourages parental involvement within the School.

• Interact with parents and the community by providing useful information regarding the School.

• Work cooperatively with community members in carrying our School and community-sponsored functions.

• Build collaborative relationships with colleagues, share teaching insights, and coordinate student learning.

• Support school goals and initiatives.

Skills and Abilities

• Plan, organize, develop, and conduct a comprehensive teaching and instruction program.

• Provide appropriate and effective learning experiences for pupils from a wide range of achievement levels.

• Effectively assess pupils' instructional and educational needs and design, develop, and implement sound instructional and educational programs.

• Provide a motivating and stimulating learning environment.

• Perform research and development activities pertaining to curriculum and instructional programs.

• Follow safety procedures and written and verbal instructions.

• Work effectively with staff, students, and the public.

• Make independent decisions.

• Work autonomously within school-established guidelines and policies.

• Organize tasks, set priorities, and meet deadlines, manage multiple tasks.

• Demonstrate good judgment and good problem-solving skills.

• Direct and instruct others.

• Respond appropriately to evaluation and changes in the work setting.

EEO STATEMENT

The Charter High School for Law and Social Justice provides equal employment opportunities to all employees and applicants for employment. It 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. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

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