Teacher Vacancy Circular

SCHOOL NAME: Pathways in Technology Early College High School (P-TECH)

District:17

School Site: 17K122-P-TECH is co-located at Paul Robeson High School, 17K625

Send Cover Letter and resume to the attention of Rashid F. Davis, Founding Principal:

POSITIONS:

Subject to sufficient budget, positions in the school may include, but not be limited to, the following teaching license areas:

English/Language Arts, Biology, Physics, Chemistry, Mathematics, Social Studies, Special Education, Technology, English as a Second Language and Physical Education

DESCRIPTION:

The Pathways in Technology Early College High School (also known as P-TECH) will: a) collaborate with City Tech so that students have the opportunity to earn an associate degree in the sciences, technology, engineering or math (STEM) prior to graduation; b) design a sequence of experiential learning opportunities where students will acquire the skills and knowledge necessary to enter and succeed in high-potential entry-level STEM jobs, as defined by IBM and other industry partners; and c) provide innovative models of instruction, including competency-based pathways and project-based learning. School staff is encouraged to attend the two annual faculty weekend retreats, an annual student orientation, and participate in after school tutoring and summer programs (Compensation according to the UFT contract and advance notice will be provided. Staff participation in this activity is voluntary, but strongly encouraged, as it is very important to the development of the school)

ELIGIBILITY REQUIREMENTS:

New York City certification in the appropriate content area, with satisfactory ratings each year

DUTIES AND RESPONSIBILITIES:

Roles in small schools are varied and complex. Serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or a willingness to become involved in these essential aspects:

  • Commitment to serving as a high school advisor. Advisors will serve as advocate for group of students, as primary contact for students’ families, aid in the development of college prep and course plans, and guide students through workplace learning experiences, etc.
  • Development of problem based focused curricula and collaborative problem-based learning modules informed by career and workplace learning models and aligned to P-12 NY Common Core Standards [organized around the Hayes-Jacobs model and informed by Linda Torp and Sarah Sage, and examples by Ron Berge].
  • Integration of technology into classroom activities, including the maintenance of online course-related resources and collaboration tools.To learn about online course development, refer to models developed by Jason Cole,Helen Foster and Susan Manning.
  • Design and teaching of student-designed independent studies and small group intensives. To learn about supporting students in their design of independent studies, refer to models developed by Hayes-Jacobs and Grant Wiggins. To learn about small group intensives, refer to models developed by Marzano.
  • Commitment to lead and serve on committees and/or lead activities to enrich, enhance and facilitate the academic and social goals of P-TECH. Teacher participation in the activities is voluntary, but strongly encouraged, as the activities are very important for the development of the school.
  • All instructors of college credit courses must meet the College’s academic requirements, and are subject to the approval of the relevant City Tech department chairperson. In some instances, P-TECH teachers (who are NYCDOE employees) may meet the requirements for college level instruction. If NYCDOE employees teach college level courses as part of their regular teaching load, they are not eligible for additional compensation.

SELECTION CRITERIA:

The successful candidate will demonstrate

  • Strong collaboration skills around developing curriculum and instructional practice, working with colleagues, college faculty and experts from industry to design and implement problem-based units that are aligned to real world skills.
  • Proven ability or willingness to learn to fully integrate state of the art technology into all curricular areas and all aspects of classroom management.
  • Strong communication skills – speaking, writing, reading, and listening are of primary concern and must be modeled for our students.
  • Knowledge of and expertise in the needed areas of specialization.
  • Understanding of adolescent development and appropriate management and organization practices.
  • Be skilled in the use of formative assessment tools and effective re-teaching methods to promote mastery for struggling learners.

In addition to interview, teacher candidates must present a teaching portfolio that should include classroom assessments and rubrics, a resume, college transcripts, evidence of philosophy of education, evidence of curriculum planning such as course outline and lesson plans, and any teaching artifacts collected throughout the teaching career. Teaching artifacts may include student work, images of student work and presentations, and curriculum development examples. Applicants must provide three references

WORK SCHEDULE AND SALARY

As per Collective Bargaining Agreement

Date Posted: May 14, 2012

Please apply by 5pm on May 21, 2012