2017-2018 Elementary Teacher

KIPP Baltimore Public Schools, Baltimore, Maryland

Date PostedMay 07, 2017
IndustryK-12: Charter Schools
Job StatusFull-time
SalaryNot Specified
Description:

About KIPP Baltimore
KIPP Baltimore is a non-profit network of free, public charter schools that prepare students for success in college and in life. In 2002, we started our first middle school, KIPP Ujima Village Academy with the goal of graduating students with the character strengths and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible in urban schools. Today, our network is comprised of KIPP Ujima serving 510 students in grades five through eight, KIPP Harmony Academy, serving 725 students in grades kindergarten through four and KIPP Through College, a comprehensive support program for our 500 alumni in high school and college. Of the first three classes to graduate from the middle school, 89 percent have graduated from high school, and of those who graduated from high school, 66 percent are continuing their education. KIPP Baltimore is currently looking at growth opportunities to increase its ability to achieve it's mission.

KIPP Baltimore is part of the national Knowledge is Power Program (KIPP), a network of free, open-enrollment, college-preparatory public schools in under-resourced communities throughout the United States. There are currently 162 locally run KIPP schools in 20 states and the District of Columbia, and nationally KIPP serves approximately 58,000 students. More than 88% of KIPP students come from low-income households, and more than 95% are African American or Latino.

Position Overview
Teachers will plan, implement, and reflect upon all aspects of instruction, social-emotional development, and physical development in the assigned areas in order to realize the mission of KIPP Harmony and KIPP Ujima Village Academy. The Teacher will report to the Principal, collaborate with the grade level team, and work closely with the grade level interventionist.

Position Responsibilities

  • Hold high expectations for each student and work relentlessly to foster student achievement
  • Set goals for a class and individual students and use ongoing formal and informal assessments to track progress towards goals
  • Design assessments and use data daily and weekly to inform instruction and professional growth
  • Apply a strong knowledge of early childhood literacy, as well as other content areas to classroom instruction
  • Demonstrate knowledge of grade level standards, benchmarks, and curriculum
  • Create long term plans, unit plans, and daily lessons that ensure mastery of standards and demonstrate proficiency in backwards design
  • Plan daily lessons that promote critical thinking and inquiry and utilize instructional strategies that meet the needs of a diverse group of students
  • Differentiate instruction effectively to meet the individual needs of all students
  • Build strong relationships and a positive rapport with students, families, and colleagues
  • Value and draw upon students experiences and backgrounds
  • Implement school wide student management and culture policies and procedures within classroom and on campus
  • Establish and maintain a strong classroom culture that teaches students discipline and responsibility
  • Create and foster an encouraging learning environment that promotes self-efficacy

Mentoring a Teaching Fellow (if applicable)
  • Meet weekly with a Teaching Fellow to lesson plan, analyze classroom data, and discuss upcoming classroom events
  • Plan for the Fellow’s involvement in lessons when the Teacher is leading a lesson
  • Observe Teaching Fellow and debrief on classroom management and instructional strategies
  • Provide Teaching Fellow with feedback on weekly lesson plans, if necessary
  • Support the teaching fellow if they are lead teaching a lesson
  • Provide feedback to the Principal on the support and development needed by the Teaching Fellow outside of the classroom setting
  • Provide input to the Principal on a Teaching Fellow’s readiness to assume Teacher responsibilities in subsequent years
  • Complete all required paperwork as it related to the Teaching Fellow

Professional Development
  • Engage in frequent, open collaboration and communication with colleagues around lesson planning, instructional observations, student data and school wide intiatives
  • Participate actively in professional development sessions and pre/post assignments as necessary
  • Complete self evaluations (pre-analysis and post-analysis exercise) of teaching performance based on a standard of teaching provided by the Principal
  • Engage in ongoing one-on-one professional development observations, meetings, and reflections with the Principal
  • Implement next steps determined in professional development sessions, one-on-one professional development meetings, and personal self-reflections

General
  • Believe deeply in our school’s vision, mission, and values; subscribe to KIPP’s Five Pillars; and enjoy educating children
  • Honor families and the community as assets, developing partnerships and open communication through Family Nights, Open Houses, Community Service events, and Family-Teacher conferences
  • Adhere to school policies, procedures, and deadlines
  • Perform clerical duties, as required, relating to textbooks, instructional supplies, student record keeping, attendance, etc.
  • Lead school wide initiatives and serve on committees as needed
  • Commit to an extended instructional day, Saturday Enrichment (one-time per month), and professional development outside of school hours
  • Model professionalism through attire and actions

Communication
  • Communicate with parents, students, staff members, and guests in person as well as through letters, phone calls, one-on-one interactions, and whole group presentations
  • Remain available to students and families on call in the evenings until 8:30PM (via cell phone)

Qualifications
  • Possession of a valid teaching certificate from the Maryland State Department of Education and/or a teaching certificate from another state with proof of reciprocity
  • A minimum of a Bachelor’s degree from an accredited institution of higher learning
  • Experience working with students from underserved communities for 2 or more years (preferred)
  • Ability to influence and motivate others
  • Ability to persist in the face of challenges
  • A deep commitment to, passion for, working with children and families
  • Strong organizational skills as evidenced by planning ahead, meeting deadlines, and multi-tasking
  • Strong critical thinking skills as evidenced by the ability to link cause and effect, slice data, and generate relevant solutions
  • A desire to learn and grown as a professional teacher and leader
  • Lives the KIPP Baltimore values of:
    • Work Hard. Be nice.
    • We are Team & Family.
    • Focus on Results
    • Joy!
    • Character matters.

Compensation and Benefits: Compensation for this position is defined by Baltimore City Schools Office of Human Capital, and is based upon the highest degree obtained, and years of experience (up to 10 years). Baltimore City offers a comprehensive benefits package. More information can be found here: http://www.baltimorecityschools.org/Page/24356

Start Date: July 1, 2016. All hired candidates must complete the BCPS background process and attend orientation.

To Apply: Please submit an online application at our website at http://kippbaltimore.org/apply

Statement of Non-Discrimination: KIPP Baltimore is committed to the ideal of diversity in its student body and in its faculty and staff. KIPP Baltimore does not discriminate on the basis of race, color, gender, disability, age, religion, sexual orientation, nationality, or ethnicity. We are strongly committed to hiring a diverse and multicultural staff and encourage applications from traditionally under-represented backgrounds.

Job ads copyrighted by TeachingJobs.com -- © 1998-2017