Friendship Public Charter School

  • 3rd-8th Grade ELA Master Teacher

    Vacancy for School Year
    2019-20
    Class
    Full-Time
    Location
    US-DC-Washington
  • Overview

    Friendship Public Charter School is the area's largest non-profit public school management organization, serving nearly 8,000 students from pre-school (three years old) to 12th grade on ten campuses. Friendship operates both public charter and partnership schools with Baltimore City and District of Columbia Public Schools. Since its inception in 1997, Friendship Public Charter School has enabled thousands of students in underserved communities to become real achievers. Friendship students live in some of the city’s most underserved communities where 75% are eligible for free or reduced lunch. Friendship applies its unique educational model with winning results to improve academic performance, educate the "whole child," and offer families support services with the goal of preparing 100% of our students to enter and complete college. Friendship operates around a simple principle: all students must be prepared for higher education and the career of their choice by ensuring mastery of the skills, knowledge and tools needed to succeed in the 21st century global economy.

    A Friendship Master Teacher of exemplifies key instructional drivers and plays the crucial role in developing and shaping the direction of classroom instruction at Friendship Public Charter School. As a prominent instructional leader and professional example, the Master Teacher ensures students throughout the school are held to the highest of expectations, both academically and behaviorally, and are engaged in innovative and rigorous instruction. The Master Teacher’s day encompasses educating students and providing professional development to other math teachers.  The Master Teacher’s leadership responsibilities extend beyond the school year to include strategic academic planning and professional development throughout the summer.  Friendship PCS is seeking professional educators who are committed to leading from the classroom.

    Responsibilities

    1. Teaching and Learning
    • Demonstrate the highest level of instructional expertise and content mastery in Math, specifically Algebra I and/or Algebra II
    • Lead students to high levels of academic success through rigorous, targeted, and differentiated instruction
    • Design and deliver engaging instruction addressing full range of student needs and learning styles
    • Develop formal and informal assessments to measure student mastery
    • Use data to drive instruction
    • Hold students accountable to high academic and behavioral expectations
    • Align practices and routines to an achievement-oriented math classroom culture
    • Foster a safe environment that encourages curiosity, academic risk taking, accountability, and collaboration
    • Support the development and refinement of FPCS’s Math Curriculum

     

    1. Teacher Development
    • In consultation with instructional leaders, support classroom instruction and team teach on as needed basis to ensure best practices are consistently implemented in every Friendship math classroom
    • Provide 4-5 targeted professional development workshops per year
    • Mentor teachers by outlining clear and direct feedback, leading mathematical professional development workshops, collaborating with school-based instructional coaches, and connecting teachers with professional development resources
    • Model ability to analyze student data, identify student learning goals, and successfully implement strategies to address areas of growth
    • Model the pacing of instruction and maximizing class time by providing clear directions, outlining expectations, and effectively bringing a lesson to closure
    • Model and instruct teachers on how to establishing a nurturing, supportive, and positive classroom climate that encourages student responsibility by using effective classroom management strategies
    • Co-facilitate FPCS’s New Teacher Induction with other master teachers and instructional leads

     

     

    1. General Leadership
    • Summarize, interpret and disseminate current developments in math instruction, learning theory and cognitive research through reading of professional journals, participation in professional development and involvement in professional organizations
    • Establish a professional rapport with students and with staff that earns their respect, maintaining visibility with students, staff, parents, and the community
    • Display the highest ethical and professional behavior and standards when working with students, parents, school personnel, and agencies associated with the school
    • Serve as a role model for students, dressing professionally, and demonstrating the importance and relevance of learning, accepting responsibility and pride in the education profession
    • Attend required staff meetings and serve, as appropriate, on staff committees
    • Continue to grow professionally through collaboration with colleagues and professional growth experiences
    • Promote parent involvement through meaningful and consistent communication
    • Maintain high professional standards in communication with students, teachers, parents and school administrators

    Qualifications

    Desired Qualifications

        • Minimum of four (4) years teaching experience in elementary and middle school English serving in an urban school setting.
        • Documented evidence of successfully raising student outcomes in English.
        • The ability to work effectively and professionally with others at all levels of an organization
        • An ability to critically assess challenges and identify appropriate solutions
        • Strong organizational skills, including keen attention to detail and the ability to adhere to strict deadlines
        • Excellent time-management and a willingness to work non-standard hours
        • Demonstrate in depth knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to teaching and learning the specific content area he/she instructs
        • Have ability to implement curricula and structured teaching practices for English
        • Exhibit a personality that demonstrates enthusiasm and interpersonal skills to relate well with students, staff, administration, parents, and the community
        • Demonstrate the ability to effectively communicate with a range of stakeholders
        • Deep knowledge of the SAT
        • Expertise with Great Minds, Wit and Wisdom and/or Wheatley preferred

    Qualifications

    • Minimum Bachelor’s degree in English or English Language Arts Education, Master’s Degree preferred
    • Praxis in the following:
    • Elementary Education: Content knowledge (5018)
    • Middle School English language Art (5047) 
    • Middle School Content Knowledge (5146) 

    FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws.  This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment.  Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.

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