|Date Posted||November 14, 2022|
|Industry||K-12: Charter Schools|
|Job Status||Not Specified|
About KIPP Baltimore
KIPP Public Schools is a non-profit network of college-preparatory, public charter schools serving elementary, middle and high school students. Our schools are part of the free public school system and enrollment is open to all students in Baltimore City. KIPP Baltimore was founded in 2002 with the opening of KIPP Ujima Village Academy middle school. In 2009, KIPP Harmony Academy was launched, and they now collectively serve more than 1,500 kindergarten through eighth grade students each day. Both schools are operated by KIPP Baltimore, whose mission is together with families and communities, to create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.
In addition to the high-quality academic opportunities that students receive while attending KIPP Harmony Academy and KIPP Ujima Village Academy, KIPP Baltimore also makes a long-term investment in our students both while they are at KIPP schools and beyond through the KIPP Forward program. KIPP Forward supports and guides students to gain admission to college-preparatory high schools and supports them on pathways to post-secondary success. KIPP Baltimore is part of a non-profit network of 255 college-preparatory, public charter schools educating early childhood, elementary, middle, and high school students.
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.
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
Engage in frequent, open collaboration and communication with colleagues around lesson planning, instructional observations, student data and school wide initiatives
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
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
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)
- 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 values of:
Employer: Baltimore City Public Schools
Competitive Salary: Our starting salary for teachers is more than $54,000—one of the highest in the country. Teachers that qualify for our Model pathway through their impact on student achievement can earn more than $90,000 after just a few years in the classroom. Learn more about career pathways at City Schools.
Benefits - This position is eligible for benefits. To review the available options please see the information relevant to the union for this position by viewing the following link: http://www.baltimorecityschools.org
KIPP Baltimore staff members are required to be fully vaccinated for the Covid virus or have a valid medical or religious accommodation where approval is determined by an interactive process with KIPP Baltimore.
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.