Part-Time Science Teacher - Middle School (2023-24 Sy)

About the Role (Responsibilities)

As one of the three pillars of our program (Academics, Arts, and Athletics), TEP is deeply committed to building a classroom culture that fosters a genuine love of science and a community of engaged learners.  

This is a flexible opportunity for an experienced educator looking for a unique part-time role leading Science instructional blocks for our Middle School students for the remainder of the current 2023-2024 school year.

This flexible Middle School Science Teaching position is part-time, with a daily schedule ranging from 3-6 hours a day. 

• Serving as a Science 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)

TEP Middle SchoolScience Teachers demonstrate a passion for inspiring students, and believe that every student comes into our classrooms as scientists. In the science classroom environment at the Middle School level, students are at the center of learning - whether they are dissecting owl pellets to figure out their roles within the food web, building electrical circuits to understand the flow of electricity within technology, or predicting weather patterns. TEP’s vision is to have teachers that can effectively provide science education that develops scientifically literate students who can solve problems, critically analyze, and evaluate scientific statements in their daily lives. When students leave TEP classrooms, students will become leaders and agents of change within their communities, seeking to understand themselves and the world around them.

Middle Schoolteachers will work in a state-of-the-art learning environment carefully designed, built, and crafted to spark joy and instill a love of learning for TEP students. Our school building in the Washington Heights/Inwood community, provides a perfect learning environment for developing students by providing innovative classroom settings, a full gymnasium, a high-tech performing arts space, and an indoor/outdoor café where meals are prepared fresh on a daily basis for students and staff.

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 3 years of lead teaching experience, at least 2 of which must have been in 4th through 9th grade classrooms in a public charter school, traditional public school, or private school setting.
• The ability to develop and implement engaging and inquiry-based science lessons aligned with Next Generation Science Standards (NGSS), with the aim of cultivating a deep understanding of scientific concepts and meet each individual student's learning style.
• Outstanding verbal ability and strong communication skills.
• Certification requirements: Teachers do not need to possess a New York State Teacher Certification 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.

 #ZR

Featured in the New York Times, The Wall Street Journal and on 60 minutes for its $125,000 teacher salaries and outstanding results, The Equity Project (TEP) Charter School opened in September 2009. Originally a 5th through 8th grade Middle School, TEP now also serves students in Kindergarten, 1st grade and 2nd grade, and will soon be adding Pre-K, 3rd, and 4th grades. TEP will serve 1200 students at full capacity, from Pre-K through 8th grade.
Located in the NYC neighborhood of Washington Heights, TEP is succeeding in closing the Latino-White achievement gap. TEP's mission is to achieve educational equity for disadvantaged students by utilizing master teachers to provide rigorous academics, arts, and athletics instruction. TEP reallocates the public funding it receives as a charter school to pay its teaching professionals an annual salary of $125,000, with the opportunity to earn a significant performance bonus.
As reported in the Wall Street Journal, a rigorous long-term study found that TEP produced major achievement impacts, including test score gains equal to an additional 1.6 years of school in math, with significant gains in science and English. For more information, visit us online at www.tepcharter.org.