- Differentiate teaching methods, instructional materials, and assessment tools to meet students' varying needs and interests
- Implement individualized and differentiated student plans for homework, organization, and behavior; assign and provide prompt feedback to classwork and homework
- Participate in all CSE reviews and meetings and testify at impartial hearings
- Collaborate with division directors/academic dean, speech and language professionals, occupational therapists, and counseling team members to address students' needs
- Work with other teachers and administrators in the development, evaluation, and revision of school programs
- Write, edit, and submit timely trimester reports, grades, recommendations, evaluations, and other requests as needed.
- Act as the advocate for homeroom students supporting each student in their relationships with other teachers and working with the cooperating homeroom teacher to be the primary point person with parents
- Supervise homeroom students when participating in division-wide and school-wide activities such as silence, assembly, and meeting special guests
- Participate fully in the life of the school, including professional development, MMFS committees, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings
- Supervise student activities, including study hall, student trips (including overnight trips), advisory, student clubs, etc.
- Understand and participate in all school-wide diversity and equity initiatives
- Examine teaching practice through the lens of race, identity, equity, and privilege
- Develop a curriculum that provides students with an opportunity to recognize their many identities
- MA required in the content area; special education experience a plus
- 3-5 years of direct teaching experience; independent or charter school experience a plus
- Strong oral and written communication with parents, children, and colleagues
- Commitment to equity and justice, including knowledge and skills related to cultural competencies
- The ability to create a classroom environment where students feel safe, supported, and challenged
- Strong collaboration and teamwork skills
- Growth mindset and ability to use feedback to improve practice
- Familiarity with new technologies; GSuite and Veracross a plus
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Lower School Head Teacher - Brooklyn, United States - Mary McDowell Friends School
Description
Mary McDowell Friends School is a K-12 college preparatory program dedicated to the success of students with learning disabilities. Grounded in the Quaker values of equality, integrity, and social responsibility, we cultivate a diverse community in which all students can reach their full potential. Our specialized teaching methodologies and challenging curricula empower students to become academic achievers, creative thinkers, and contributing members of a global society.
Mary McDowell Friends School (MMFS) invites applications for a temporary full-time Head Teacher beginning immediately.
Position Overview
Head Teachers support the mission of the school by overseeing the safety and well-being of the students in advisory, content area classes, core classrooms, and homeroom classes by monitoring and stimulating educational and social-emotional growth within the framework of the school's mission by designing a challenging, creative and developmentally appropriate curriculum to teach students with learning disabilities. The Quaker beliefs, testimonies, and practices are integrated into our work with students, colleagues, families, and the broader community.
The essential duties of a Head Teacher include but are not limited to:
Diversity and Equity Commitments:
Staff and reporting relationships
Head Teachers report to the Division Directors. They also regularly work collaboratively with occupational therapists, speech and language therapists, school counselors, social workers, and school psychologists.
In compliance with NYC's Pay Transparency Act, this position's annual base salary is up to $69,000. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate's work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer.
Supervisory Responsibility
This position has no supervisory responsibilities.
Work Environment & Physical Demands
This job requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend, sit, or stand for long periods of time, is necessary (approximately fifty percent of the time). Classroom locations vary based on student schedules; this position occasionally ascends/descends stairs to teach from different rooms in the building (one to five flights). This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets; and frequently moves classroom equipment weighing up to 20 pounds for various classroom and event needs.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Required Knowledge, Skills, and Abilities
