Intervention/SETSS Teacher

Date Posted: June 13, 2018

Curriculum and Planning

  • Learn content and skills as detailed in curriculum support materials (e.g. teacher guides), VOICE framework for teaching, as well as Common Core or other related standards
  • Collaborate with colleagues in developing purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and in regularly revising these materials
  • Submit necessary curriculum documents (e.g. scope and sequence, curriculum maps, lesson plans, reteach plans, intellectual preparation documents) as requested
  • Create, administer, and analyze meaningful and frequent assessments from which reteaches are planned
  • Maintain the necessary records of student progress toward academic goals; meet deadlines for submitting data to other departments

In the Classroom

  • Provide targeted push-in and pull-out academic support
  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their wellbeing; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received

 Teach five periods of small group instruction per day; ensure that all SETSS and ESL mandates are met; attend regular grade level data reflection and envisioning meetings and offer lesson differentiation suggestions for implementation by classroom teachers; create flexible small groups based on data; write lessons for small groups based on grade-level curriculum and supplemental instructional materials; collaborate with classroom teachers for push-in and pull-out groups

Communication and Collaboration

  • Facilitate Academic Intervention Service (IS) Meetings
  • Trigger teachers monthly for academic IS recommendations and provide necessary forms; collect student work and hold teachers accountable for submission of materials and participation during the meeting; convene and facilitate month IS meeting
  • Serve as a helper for student records and standards test administration such as reviewing accuracy of class organization, writing reports and attending special education meetings providing input into groupings of students for testing accommodation.
  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
  • Proactively seek assistance or advice when faced with challenging teaching situations
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

Professionalism and Work Day Expectations

  • Fully participate in all school and grade-level meetings, designated school functions outside of school hours, and opportunities for individual and school-wide professional development
  • Meet expectations including punctuality and professionalism in conversation and in writing; consistently meet deadlines and communicate frequently and appropriately on progress on projects and goals.
  • Reflect on professional practice through self-analysis and engagement in informal and formal feedback processes
  • Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips

Position Qualifications:

Attitude and Focus

  • Unwavering humility, patience, and kindness
  • Professional demeanor with the ability to influence and facilitate decision-making among multiple, diverse parties
  • Perseverance to create clarity while allowing for complexity and nuance
  • Openness to work collaboratively to solve problems
  • High sense of urgency, demonstrated ability to successfully handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
  • Organized and systems driven
  • Fastidious and attentive to detail

Skills and Knowledge

  • Deep belief in VOICE’s mission, vision, and values
  • Basic principles of curriculum design
  • Child learning theory and behavioral approaches
  • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and Special Education approaches and procedures
  • Elements of effective classroom environment and management
  • Analyzing data using defined but different processes in order to inform student progress
  • Ability to adapt to changing work priorities
  • Ability to maintain confidentiality; exhibit tact and patience
  • Building strong and effective collegial relationships as part of a team, including but not limited to co-teachers and grade teams; be able to effectively manage an assistant
  • Building individual relationships with students and maintaining a kind, firm voice and body language
  • Building effective sequential long-term lesson plans and mastery-oriented short term lesson plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • Communicating effectively and frequently with families
  • Reflecting on own practice and implementing action steps; embodying VOICE values in everyday interactions and work products
  • Using time efficiently; prioritizing tasks appropriately; meeting deadlines

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
  • Teaching or student teaching experience in a school required
  • New York State teaching certification in Students with Disabilities, Special Ed, or ESL preferred
  • Experience with and interest in working with high needs students preferred
  • Special education and/or ESL certification is preferred

[Please note: All offers of employment are contingent upon the employee meeting all prerequisite job qualifications by the first day of employment.]

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in a pre-tax commuter benefits program partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, participation in the Teachers Retirement System pension program, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

VOICE Charter School (http://www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves about 650 students across grades K-8.  We are located just minutes from Manhattan (two stops outside of Manhattan on the F, N, and W train lines) and Long Island City’s growing waterfront district, thriving arts community, and rapid residential growth. We are looking to identify extraordinary educators and administrators committed to urban education who wish to join a dynamic professional learning community.

Our mission is to create a safe and healthy learning environment that will nurture, motivate and challenge all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, their community and the diverse society in which we live.

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an

applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Contact Info

jpaul672@voicecharterschool.org Jordan Paul Special Projects Coordinator VOICE Charter School