ART TEACHER

BelovED Community Charter School

Jersey City , NJ

Job Details

Job Description

Overview of Schools

 

BelovED Community Charter School (www.belovedccs.org) and Empowerment Academy (www.empacad.org) are partner schools located in Jersey City, New Jersey.

 

We mesh the high expectations culture and successful classroom management practices of America’s top-performing charter school operators with a proven education program, effective professional development protocols, and teacher supports designed to avoid teacher burnout so educators can remain charged and enthusiastic throughout an entire career.

 

Our model is working.  In SY15-16, BelovED was ranked the top public school in New Jersey for pace of student learning growth among schools serving a demographically similar mix of students, and scholars at scholars at both schools have averaged 1.5 grade levels of learning growth a year.

 

BelovED is named in honor of Dr. Martin Luther King, Jr.’s vision of a community where people care about and help one another.  The two schools are among the most ethnically diverse public schools in our state and nation. with near equal ratios of African-American, Asian, Hispanic, and White/North African scholars.

 

To save money on administration and maximize pay for teachers, BelovED and Empowerment Academy  share business and human resource staff.  For this reason, an application to one will be reviewed by both.

 

Take a look at our websites and you will see that our school model is proving that urban public schools can be GREAT and that the American dream of an EXCELLENT EDUCATION FOR EVERY CHILD can be realized!

 

Required Certifications / Qualifications

 

At minimum, candidates must hold a Certificate of Eligibility by the NJ Department of Education for Teacher of Art.  This is a requirement to teach Art in any NJ public school -- traditional or charter.

 

We also look for our teachers to possess:

  • A powerful commitment to the mission and goals of our school. 
  • A commitment to preparing every student for college and to developing every student’s values and character;
  • Belief in a structured and predictable environment for children and a commitment to education standards, statewide testing, and accountability;
  • A record of producing significant student learning gains in the subject area taught;
  • A willingness to be the authority in the classroom and set the rules; and
  • A commitment to building student relationships and engaging parents/guardians in their children’s education.
  • Experience teaching in an urban classroom, and an understanding of Teach Like a Champion class-management techniques and/or training by Teach For America, Education Pioneers, The New Teacher Project, or New Leaders for New Schools would all be considered a definite plus.

  

Teacher Responsibilities

 

Values, Expectations, and Commitment  Teachers must commit themselves to the School’s values and mission. Moreover, appreciating the example of excellent schools which succeed at helping all students achieve at a high level, teachers must hold high expectations for each student and commit themselves to helping every student achieve their full potential.

 

Student Learning  Every teacher must accept ultimate responsibility for his or her students achieving learning progress that meets or exceeds the School's high standards and must actively develop solutions to problems, reaching out for peer and leader support, and taking advantage of other school resources, as necessary.

 

Teaching and Assessment  Teachers may make use of school-provided curricular materials, or they may design their own, but they must plan and deliver vibrant and engaging lessons – each with a measureable goal – within the framework of the School’s carefully sequenced, standards-aligned education program and they must administer school-provided formative assessments on a regular basis so instruction can be targeted to their students' needs. 

 

Culture and Classroom Management  Teachers must communicate, and also model for their students, behaviors which befit the high expectations culture and the caring school climate to which we are committed.  They must apply School and classroom rules consistently and effectively; make use of preventive discipline; and effectively supervise students both in their classroom and elsewhere on School grounds.

 

Teamwork, Professional Relations, and Professional Development Teachers should see themselves as members of a team and should commit themselves to their own and to their peers’ on-going professional development.  Teachers will be required to attend professional development sessions, to participate actively in planning meetings, and to become part of a professional learning community where they can lend assistance to, and gain assistance from, their grade-level peers.

 

Special Needs Students and English Language Learners  Teachers must work collaboratively with the school’s special education and ELL staff to implement the school’s special education and ELL programs and to comply with all state and federal regulations. 

 

Reporting and Staff Relationships

 

Teachers will report to the Head Dean, who will provide considerable supervision and assistance, supported by the Dean of Students, our Teacher Coach, and the Supervisor of Special Education. 

 

Teachers will be part of a school-wide team that includes many different professionals, but should expect to work particularly closely with their grade-level peers, with whom they will be engaged within professional learning communities, assisting one another to solve problems. 

 

Teacher Supports

 

Supports provided to teachers include:

  • A teacher coach, career-long professional development assistance and grade-level professional learning community support; 
  • A research-based curriculum and supporting curricular materials (you will have the freedom to develop your own, but after a full day in the classroom, you may appreciate not always having to develop learning objectives and curricular resources from scratch);
  • High-quality formative assessments, aligned with our curriculum, that will help you immediately identify when students in your class have not achieved mastery of a skill, concept, or knowledge item;
  • Abundant planning periods that provide teachers an opportunity to prepare up-coming lessons during the school day;
  • Subject and student support specialists who help to ensure that 100% of your scholars succeed;
  • The staffing of our afterschool program by Academic Tutors, so we can limit the length of  our teachers’ work-days.

 

As equal opportunity employers, BelovED and Empowerment Academy hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, or disability.

  • Job Category: Classroom Teacher > Art
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