We privilege play as the means through which young students develop foundational academic habits and spark student curiosity, creativity, and a love of learning. With a deep focus on social-emotional development, we recognize that every moment is an opportunity to learn and teach as well as cultivate strong relationships. We are responsive to student individual needs and interests and use student data to inform and expand instruction. We believe that increasing student agency and resilience is central to our work both in and outside of the classroom and at home. PrePrep is committed to a high-quality whole-child education and is a place where students, families, and staff feel safe to explore ideas, relationships, and decision-making skills that lead to self-efficacy in a variety of ways.
Assistant Teachers at Public Prep are responsible for supporting Lead Teachers in addressing the social, physical, and intellectual needs of each of the students in their classes. Assistant Teachers meet regularly with their grade-level team members and other collaborators in order to address access to curriculum and developmentally appropriate practices for all students. They also help to support classroom and school-wide systems (e.g., student pick-up, transitions) that help to provide students and families with a seamless and enriching day-long experience. Assistant Teachers leverage multiple modalities of learning to ensure that all children receive the small group and individual attention they need to maximize growth.
The Instructional Leadership Team supports Assistant Teachers in maximizing their performance and that of their students. Assistant Teachers also receive coaching and feedback from the Lead Teacher with whom they work. Academic Directors support assistant teachers in maximizing their performance and that of their students. Assistant teachers will receive ongoing coaching, feedback, and professional development toward becoming a Lead Teacher in the future.
\\n Duties & Responsibilities: Maintaining a safe and organized classroom so that student learning is maximized Plan and implement Public Prep curriculum to ensure all students meet academic benchmarksSupervising students during lunch, recess, the arts, or other times of the day Supporting classroom communications by updating bulletin boards, writing family newsletters, etc. Support Lead Teacher with regular meetings with and outreach to families, including daily documentation and notes, unit celebrations, and family informational sessions Implementing school-wide positive behavior incentive policies and logical consequences Working collaboratively with the school leadership team, colleagues, Public Prep academic team members, external agencies, community partners, and others to strengthen programming 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 Celebrating student progress and effort each day in their classrooms and through bi-weekly, school-wide Unity Meetings Communicating with families regularly, responding to emails and phone calls within 36 hours Attending IEP meetings and support in ensuring appropriate accommodations are given to students during assessments as needed Actively participating in school and network-led meetings and professional development workshops as laid out in the school and professional development calendarsSupporting the school as directed by the Principal/Academic Director. QualificationsDesire to support K-5 social, emotional and cognitive developmentExcited to tackle the challenging work of supporting a classroom inclusive or learning experiences that balance academic rigor and developmentally appropriate practicesDesire to become a Lead Teacher within 1-2 yearsA Bachelor's degree from an accredited college or university An M.A., Ed.M or Master's degree in relevant content area preferred Progress towards New York State Certification in Childhood Education or demonstrated process towards receiving reciprocity for certification from other states preferred, but not required A minimum of 2 years of demonstrated success in an educational setting preferred Demonstrated success working in a high-performing, urban school setting preferred Exceptional organization and planning skillsSuperior communication skills An ability to work collaboratively A commitment to single-sex education Conversational or Fluent Spanish is a plus but not required
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