Join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal, and on 60 Minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth—as pedagogical experts, intellectual seekers, and community leaders.

　　About the Role (Responsibilities)

　　As one of the three pillars of our program (Academics, Arts, and Athletics), TEP is deeply committed to building an Elementary School classroom culture that fosters a genuine love for learning.

　　This is a flexible opportunity for an experienced educator looking for a unique part-time role leading instructional blocks for our Elementary School (2nd Grade to 4th Grade) students during the current 2023-2024 school year.

　　This flexible Elementary School Teaching position is part-time, with a daily schedule ranging from 3-6 hours a day. Possible start dates for this role are January 2024 or March 2024.

　　Serving as a general education or special education classroom teacher for ~3-6 hours of daily live instruction (on-site) Preparation for daily instruction (remote) Administering assessments as needed (may occasionally require time outside of daily instruction) Writing Report Card Narratives & Inputting Grades and Narratives into TEP’s student information system (remote) Elementary School teachers will work in a learning environment carefully crafted to instill a love of learning for 2nd, 3rd, and 4th graders. Our unique classroom setting in the heart of Washington Heights provides a perfect classroom environment for young learners. In addition, the nature that surrounds our Elementary School campus provides a great setting for physical activity for young explorers.

　　About You (Qualifications)

　　Deeply aligned to TEP’s mission of providing a world-class education to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners) Classroom experience: Minimum of 2 years of lead teaching experience in grade levels K-4 in a public charter school, traditional public school, or private school setting The ability to tailor curriculum and teaching methods to each individual student's needs and learning style Outstanding verbal ability and strong communication skills Certification requirements: Teachers do not need to possess a New York State Teacher Certification to be hired for this role.   Why TEP (Benefits)

　　At TEP, growth isn't just for our students—continued growth is also a central priority for our teachers. That's why we're redefining the teacher experience, offering a rewarding career that matches TEP’s high expectations.

　　Compensation: Part-Time Teachers earn a rate of $125 per hour.  This rate is in alignment with TEP’s vision of leveraging outstanding teachers to achieve educational equity. Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration Unmatched Educator Talent: Be surrounded by a collaborative community of experienced, passionate educators who care about educational equity Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming NOTE: In adherence with Department of Health guidelines, all charter school staff are required to provide proof of COVID-19 vaccination. To request a medical accommodation from the COVID-19 vaccination requirement, supporting documentation from a qualified medical professional must be provided and is subject to review and approval by the school.

　　Application Process

　　TEP is designed and structured around the belief that great teachers are the key to achieving educational success for students. As such, we require applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each applicant include:

　　Resume: Applicants must submit an up-to-date resume Cover Letter: Applicants must submit a well-written cover letter highlighting their specific interest in joining the TEP community Instructional Video: Applicants must submit an unedited video clip of themselves teaching in a classroom setting or small-group setting Submission of Teaching and Learning: Applicants must submit a portfolio of student work, assessment data for a class of students, or an original curricular tool that they have personally developed The requirements for the Instructional Video and the Submission of Teaching and Learning components are specified in detail below.

　　INSTRUCTIONAL VIDEO: Please submit an unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable.

　　If you do not have a video with students in the classroom you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with/for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We’re excited to see your creativity.

　　The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.

　　SUBMISSION OF TEACHING AND LEARNING: Submit one of the following three options:

　　Option A: Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

　　Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments.  The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

　　Option C: Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc.  The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.

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