Job Description
ABOUT US Family Life Academy Charter School (commonly called FLACS) is a network of high-performing charter schools in the South Bronx. Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond. We are guided by this mission and through it, we have revolutionized education for students from K-12.
Family Life Academy Charter Schools is currently seeking dynamic educators who
- Value collaboration with like-minded educators who believe that education is activism.
- Want to work in an environment where all students are scholars and academic excellence is the norm.
- Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments.
- Desire to work in a place where their skills will be nurtured through an embedded professional development program.
READING INTERVENTION TEACHER (9-12) JOB DESCRIPTION Under the supervision of the School Principal, the Reading Intervention Teacher engages students in learning foundational reading skills and to accelerate students’ reading level to enable them to participate in grade-level reading activities. Using common intervention programs rooted in the Science of Reading, they will design daily lesson plans that are responsive to diverse learning needs of all students including general education, students with disabilities and English Language Learners, and hold all students to high academic expectations.
Key Responsibilities: - Create lesson plans grounded in the Science of Reading that accelerate reading ability to allow students to access grade level content and foster interest in reading among students.
- Teach reading intervention classes using the Read 180 Program and employ a variety of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including current technology and whole group/small-group and individual learning.
- Address the specific needs of a particular child when regular classroom instruction is not sufficient with Tier 2 and Tier 3 supports (RTI) process.
- Work with support staff, school administrators, and network personnel to ensure the coordination of the reading program with the overall curriculum.
- Collaborate frequently with classroom teachers on matters relating to reading instruction, utilizing our progress-monitoring instrument as a foundation.
- Help classroom teachers assess students' reading strengths and weaknesses and design interventions with research-based techniques and materials grounded in the Science of Reading.
- Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law.
- Analyze data from ongoing formative and summative assessments to refine instructional practices and impact student achievement.
- Maintain strong classroom management and implement school wide policies and procedures to ensure a safe, caring and orderly school environment.
- Establish a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships.
- Grade student work and provide students with actionable feedback, and return work and enter these grades into online systems shared with students and families promptly.
- Seek to actively know students’ strengths and challenge areas and communicate these effectively with families using online portals, report cards and other means.
- Participate in professional development, professional learning communities, grade-level activities and school wide functions.
- Share best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups.
- Keep abreast of emerging technologies and instructional resources that support reading instruction and integrate them effectively into classroom practices.
Professional Responsibilities: - Upholds the FLACS mission, core beliefs, and educational philosophy.
- Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness.
- Has high expectations for students and for themselves as an educator.
- Demonstrates self-motivation and willingness to be a team player.
Qualifications: - Bachelor's degree is required; a Master’s degree is preferred.
- NYS Teaching Certification in Literacy Instruction
- Professionalism, superb written and verbal communication skills, excellent organizational skills, and timeliness.
- NYS Dept of Education fingerprint clearance and criminal background checks.
It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex), or prior record of arrest or convictions (except as provided by law), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law.
Job Tags
Full time,