School Name: Inwood Early College for Health & Information Technologies
District: 06
School Site: JHS 52 Campus, 650 Academy Street, New York, NY 10034
POSITIONS
Subject to sufficient budget, positions in the school may include, but are not limited to, the following titles: English, Mathematics, Sciences (Biology, Chemistry, Earth Science, Physics), Social Studies, Students with Disabilities (English, Math, and/or Sciences), Literacy (Grades 5-12), Reading Teacher, Arts (all areas), English to Speakers of Other Language, Physical Education, Special Education, Technology Education
DESCRIPTION
The mission of the Inwood Early College for Health & Information Technologies is to prepare young people for collegiate, professional, personal, and social success. Immersed in seamlessly integrated high school, college, and workplace learning experiences, our students will graduate as well rounded young professionals with advanced educational and career achievements in information technology and health information technology, prepared to further transform themselves, their communities, and the world.
Inwood Early College for Health & Information Technologies is a new career and technical education (CTE) high school focusing on information technology, including hardware and software development, installation, networking, and support, and health information technology, administration, and management. The school will have a six-year, integrated curricular program that is deeply rooted in project-based learning, asking students to use the skills they learn in computer technology classes across the disciplines to think deeply and critically about the impact of technology, the role of information technology in the context of healthcare, and the impact of the creation and availability of massive amounts of information on their lives, their communities, and the world we share. All curricula will focus on school-wide essential questions that ask students to explore who they are as learners, members of communities, collegians and young professionals, and as future leaders who will change the world around us. Students will take classes on the campus of our CUNY partner, participate in internships with our industry partners and community-based organizations, and complete a capstone project aimed at demonstrating their readiness for college and career. Teachers will participate regularly in teams to plan project-based curriculum, to deepen best practices for teaching in extended periods and integrating technology, and to examine student work, assessment data, and action plans for re-teaching and/or extending student learning. With a commitment to using a growth mindset to supporting their own teaching, student learning, and the work of their colleagues and with the capacity to give and receive targeted feedback, teachers will also collaborate with faculty from the college and staff from our industry partners to plan and teach core academic, advisory, as well as college and career readiness curriculum.
A 5-day summer planning institute will offer an essential opportunity for staff to be involved in developing the school’s culture and instructional program. Additionally, the school will offer opportunities for teachers to participate in:
– Externship opportunities in order to deepen their understanding and grounding of curricular projects in the IT and HIT industries;
– After school and/or Saturday tutoring, enrichment, sports, arts, and family support programs
– In-house school committees and/or special programs; and
– Professional development such as inquiry work, inter-visitations, teacher common planning, as well as collaborative and critical friend conversations.
Advance notice of dates will be supplied, and those who participate will be compensated according to the terms of the UFT contract. Staff participation in these activities is voluntary, although strongly encouraged, as they are very important to the development of the school.
ELIGIBILITY REQUIREMENTS
New York State certification in the appropriate content area with satisfactory ratings and attendance
DUTIES AND RESPONSIBILITIES
Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate through their resume, cover letter, and portfolio experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:
– Collaborating in an interdisciplinary planning and teaching team that meets the needs of all students, including English Language Learners and Students with Disabilities
– Working in a new start-up organization with a focus on individualized student learning and utilization of a backward planning design model (see Wiggins and McTighe)
– Working within an inclusive, extended learning block environment utilizing project based curricula, Workshop Model instruction, Inquiry-based, and Blended Learning as primary instructional models
– Incorporating literacy strategies into daily routines and classroom instruction in all content areas
– Using standards-based grading to diagnose, assess, and track student mastery
– Using data gathered through formative and summative assessments to guide instructional planning
– Using ongoing formative assessments to provide frequent numeric and narrative feedback to all students
– Effectively managing classrooms and varying group size of adolescents to support their academic and social emotional development
– Developing professional goals aligned to the Danielson Framework that will assess classroom effectiveness and impact on student achievement
– Serving as an advisor to a small group of students, including maintaining ongoing communication with parents/guardians and supporting students with goal-setting around academic, social, and emotional achievement and growth
– Incorporating youth development principles into curriculum, classroom, and school-wide practices
– Taking on duties that support classroom teaching (i.e. frequently meeting with departments and grade levels, writing and implementing school policy, being an active part of the school decision making process, maintaining active and consistent communication with parents throughout the school year to support student growth and achievement, etc.)
– Utilizing technology to promote and assess student learning and to communicate with students, parents, families, and colleagues
SELECTION CRITERIA
The successful candidate will demonstrate:
– Willingness to carry out the above duties and responsibilities
– Ability to incorporate hands on, instruction based management systems, and cooperative learning activities and develop and use project based learning units, utilizing backwards planning model (see Wiggins and McTighe)
– Evidence of strong content knowledge and ability to help students overcome conceptual difficulties in content area
– Experience with or willingness to incorporate reading, writing, speaking, listening, and critical thinking skills into classroom instruction
– Experience differentiating instruction and assessments for all students including students with special needs and English Language Learners
– Ability to enhance instruction through the integration of technology and 21st century skills to support student learning and achievement
– Ability or willingness to develop interim assessments, analyze student data collected from interim assessments, and adjust teaching practices to ensure student understanding
– Evidence of commitment to continuous professional growth (i.e. professional development, formal education, outside reading
– Experience with or willingness to develop and implement an advisory curriculum and serve as an advisor to a small group of students
– Evidence of success in working collaboratively with colleagues and parents/caregivers
– Willingness to learn all Microsoft Office programs and relevant web applications (Internet Explorer, Outlook)
In addition to the cover letter, resume, and interview, teacher candidates must present a teaching portfolio, which may include evidence of philosophy of education, evidence of curriculum planning such as course syllabi, lesson plans, and any teaching artifacts collected throughout teaching career. Artifacts may include student work, images of student work and presentations, and curriculum development examples. Applicants must also provide three professional references and, if possible, a written observation from a supervisor. References might include one from a peer with whom the applicant has collaborated, and/or a faculty development or professional organization representative.
WORK SCHEDULE & SALARY
As per Collective Bargaining Agreement