Head Teacher (1st Grade-4th Grade)

Details

Posted: 01-May-24

Location: New York, New York

Salary: 60,000.00 - 115,000.00

Categories:

Academic/Faculty
Education

Preferred Education:

Master’s

Internal Number: 91HTEACH_1714392313

Head Teacher (1st Grade-4th Grade)
Start Date: August 26, 2024 5 Days / Week
Salary: $61,897 - $110,641 annually
Qualifications:
- A Masters degree in education preferred
- Deep knowledge of, commitment to, and experience with progressive education and schooling
- Extensive teaching experience at the elementary level
- Demonstrated personal and professional commitment to diversity, social justice, and equity
- Strong written and oral communication, interpersonal, and organizational skills
- Knowledge in delivering strategy-based literacy and math instruction
- Skilled in designing instruction that is data-driven, differentiated, and actively engaging
- Experience leading morning meetings, such as those outlined by the Responsive Classroom
- Experience in developing hands-on, developmentally appropriate social studies curricula
- Initiative, creativity, flexibility, and collaboration
- Warmth, humor, flexibility, and optimism
Position Summary:
The School for Children is seeking a passionate teacher who will be responsible for curriculum development, instruction, assessment, parent engagement and communication, professional collaboration, and promoting a positive school culture.
Responsibilities:
Head teachers plan and teach lessons in all subject areas (math, language arts, social studies, science). In grades PreK-4th grade, headteachers are paired with an associate teacher and offer mentoring for their growth. Head teachers communicate routinely with families, collaborate with other teachers, and are responsible for developing a healthy, engaging, and joyful classroom culture.
- Work with Children: The classroom teacher is responsible for teaching children in all subject areas, planning to meet the needs of the entire group as well as individual children. Enabling the social/emotional, physical, and intellectual development of each child is his/her primary responsibility.
- Work with Environment and Materials: The teacher is responsible for designing, organizing, and maintaining a materials-based classroom that reflects the curriculum and current work of the children. Create and prepare materials that serve the curriculum. The teacher should be able to use various forms of technology to enhance student learning.
- Curriculum Development: The teacher is responsible for developing curriculum in all areas based on children's developmental capacities and needs and current understanding of literacy learning, mathematics, and interdisciplinary curriculum development in social studies, science, and the arts. Cultural competency must be reflected in the curriculum developed for children. Special emphasis is placed on social studies as the core of classroom life and learning.
- Work with Adults: - Associate Teachers and Student Teachers: As cooperating practitioners for graduate students who are placed in their classrooms, teachers plan cooperatively with students and hold weekly supervisory meetings. Teachers meet with the student and the advisor from Graduate Programs three times per semester.
- Staff: An interest in his/her/their own professional growth is expected. Each teacher meets often with their curriculum coordinator and participates in weekly age-group meetings and weekly staff meetings after school. Teachers also collaborate with subject area specialists (art, music, library, shop, P.E./movement, Spanish) to design and implement the curriculum. As part of a diagnostic team, teachers work with learning specialists, and a school psychologist, and meet with parents, tutors, and therapists.
- Parents: Teachers are required to meet with parents twice yearly for individual conferences and to be available for additional conferences where needed. Teachers write two comprehensive reports on children each year and weekly summaries of student learning experiences. Teachers and parents work together to increase each other's knowledge of the children.
- Visitors: In addition to modeling a Bank Street approach to education by having daily visitors and observers in the classroom, teachers may be asked to speak to visiting groups. They often serve as consultants for other College Divisions as well as for outside groups.
- College: Many teachers take responsibility for College-wide committee work and divisional and institutional program development and evaluation.

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About Bank Street College of Education
The mission of Bank Street College is to improve the education of children and their teachers by applying to the educational process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. In so doing, we seek to strengthen not only individuals, but the community as well, including family, school, and the larger society in which adults and children, in all their diversity, interact and learn. We see in education the opportunity to build a better society.
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