About Great Oaks Charter Schools

The mission of GO-NYC High School is to graduate students who will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of direct instruction and project-based, authentic experiences to support skill development and accelerate learning. Our program is organized around the design principles of Mastery, Leadership and Community, providing challenging academics with a well-rounded approach to the whole child. We combine project-based learning, an advanced curriculum, and supplementary tutorial support to maximize student agency.

What sets Great Oaks Charter Schools apart from other charters is the use of additional instructional support implemented by the Great Oaks Fellows, a group of recent college graduates who provide up to two hours of daily individualized support to every student. Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore , we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School - New York City

Great Oaks (GO) Charter School - New York opened in 2013 on the Lower East Side of Manhattan with a focus on serving a heterogenous population of students. Currently, Great Oaks-New York City serves 265 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade level each year. Our first ninth grade class will begin in August of 2021.

ROLE DESCRIPTION

GO-NYC High School is seeking a dynamic, mission-aligned educator to join our team as a founding High School Special Educator in the Humanities for the 2021-22 school year. Ninth graders at GO-NYC HS will take courses in Literature, Inquiry, and Global History. Candidate should have a strong background in literacy. The theme for ninth grade is Self and Identity .

We are looking for members of the high school team who are highly skilled, experienced urban educators with a passion and drive to deepen learning for our students, as well as build a vibrant culture of learning and practice for adults. As the founding Humanities Special Education Teacher, you will be co-teaching in your classroom every day. Ninth grade at GO-NYC HS is staffed as full inclusion, which means that every core class is taught as an Integrated Co-Teaching (ICT) classroom. The ELA and Social Studies classrooms will have two co-teachers (one content, one special education) as well as an Americorps Fellow working with students every day.

Teachers at GO-NYC High School are responsible for preparing each of our students for college and postsecondary success through rigorous, focused instruction and maintaining consistently high expectations for collaboration, communication, and intellectual engagement. Teachers are models of the hard work, desire for learning, and character that we expect of our students.

ESSENTIAL DUTIES & RESPONSIBILITIES:

• Curriculum & Instruction

• Demonstrating in-depth knowledge and understanding of the content matter.
• Establishing, communicating, and demanding high expectations for student learning, and quality of work.
• Using a multitude of instructional strategies and activities that are academically rigorous and highly engaging (ie: differentiated instruction, accommodations, modifications, etc).
• Executing detailed lesson plans mapped to a year-long academic plan to address learning needs.
• Taking full responsibility for student failure and constantly working to respond to the students' learning needs.
• Consistently sending the message that this work is important, that the student can do it, and that you will not give up on a student.
• Using one of the 6 Co-Teaching models in every lesson to support student engagement and understanding.

• Data

• Track and analyze student data to identify student learning needs and set ambitious, attainable goals for student progress.
• Planning and implementing strategies to achieve targets related to student learning outcomes.
• Working collaboratively with the principal and other teachers to develop and revise curriculum based on assessment data.

• Classroom Environment

• Maintaining an efficient, respectful and positive tone in your classroom.
• Utilizing time to maximize student learning and communicating a constant, tangible sense of urgency.
• Ensuring that all students are on task at all times during a lesson.
• Clearly enforcing and emphasizing school rules, values and expectations.
• Building relationships with students that demonstrate an open concern and a sense of responsibility for students' academic and personal growth.
• Supervising students during office hours and transition periods.

• Additional Responsibilities

• Keeping parents informed of successes and struggles.
• Putting in an extraordinary amount of time and effort to contribute to student and school success.
• Independently assuming additional responsibilities when necessary and demonstrating leadership.
• Maintaining an orderly and nurturing school culture.
• Occasionally leading professional development sessions.
• Working with students in additional classroom periods.
• Other duties that may be necessary to fulfill the mission of the school, like supervising extracurricular activities such as Debate, Model United Nations, college trips, etc.

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

• A strong academic record with a Bachelor's degree from a competitive college or university required; an advanced degree in subject area preferred
• At least two years of experience improving student achievement at an urban high school
• Skills in teaching literacy intervention for struggling students or willingness to learn (ie: Wilson Academy, LLI, Orton-Gillingham, etc.) (preferred)
• State teaching certification (strongly preferred)
• Extremely strong classroom management abilities
• A strong belief that all students can succeed
• A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
• An exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2021-2022 school year and the successful candidate will immediately (if available). Selected candidates will be contacted to set up a video interview.

***COVID-19 REQUIREMENT*** - Please note that Great Oaks Charter School (NYC) has a Covid-19 vaccination requirement.