Company Description

About KIPP Baltimore

KIPP is a non-profit network of college-preparatory, public charter schools serving elementary, middle and high school students. Our schools are part of the free public school system and enrollment is open to all students in Baltimore City. KIPP Baltimore was founded in 2002 with the opening of KIPP Ujima Village Academy middle school. In 2009, KIPP Harmony Academy was launched, and they now collectively serve more than 1,500 kindergarten through eighth grade students each day. Both schools are operated by KIPP Baltimore, whose mission is together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world.

In addition to the high-quality academic opportunities that students receive while attending KIPP Harmony Academy and KIPP Ujima Village Academy, KIPP Baltimore also makes a long-term investment in our students both while they are at KIPP schools and beyond through the KIPP Forward program. KIPP Forward supports and guides students to gain admission to college-preparatory high schools and helps them succeed and stay on the path to and through college and careers. Today, our KIPP Forward program serves more than 1,100 KIPP alumni. More than 90 percent of our alumni have graduated from high school within four years and 70 percent have matriculated to college.

KIPP Baltimore is part of the national Knowledge is Power Program (KIPP), a network of free, open-enrollment, college-preparatory public schools in educationally underserved communities throughout the United States. KIPP is a network of more than 200 college- preparatory schools serving nearly 100,000 students.

Job Description

Position Overview
Teachers will plan, implement, and reflect upon all aspects of instruction, social-emotional development, and physical development in the assigned areas in order to realize the mission of KIPP Harmony and KIPP Ujima Village Academy. The Teacher will report to the Assistant Principal or Grade Level Administrator and collaborate with the grade level team.
Position Responsibilities

• Hold high expectations for each student and work relentlessly to foster student achievement
• Set goals for a class and individual students and use ongoing formal and informal assessments to track progress towards goals
• Design assessments and use data daily and weekly to inform instruction and professional growth
• Apply a strong knowledge of early childhood literacy, as well as other content areas to classroom instruction
• Demonstrate knowledge of grade level standards, benchmarks, and curriculum
• Create long term plans, unit plans, and daily lessons that ensure mastery of standards and demonstrate proficiency in backwards design
• Plan daily lessons that promote critical thinking and inquiry and utilize instructional strategies that meet the needs of a diverse group of students
• Differentiate instruction effectively to meet the individual needs of all students
• Build strong relationships and a positive rapport with students, families, and colleagues
• Value and draw upon students experiences and backgrounds
• Implement school wide student management and culture policies and procedures within classroom and on campus
• Establish and maintain a strong classroom culture that teaches students discipline and responsibility
• Create and foster an encouraging learning environment that promotes self-efficacy

Mentoring a Teaching Fellow (if applicable)

• Meet weekly with a Teaching Fellow to lesson plan, analyze classroom data, and discuss upcoming classroom events
• Plan for the Fellow’s involvement in lessons when the Teacher is leading a lesson
• Observe Teaching Fellow and debrief on classroom management and instructional strategies
• Provide Teaching Fellow with feedback on weekly lesson plans, if necessary
• Support the teaching fellow if they are lead teaching a lesson
• Provide feedback to the Principal on the support and development needed by the Teaching Fellow outside of the classroom setting
• Provide input to the Principal on a Teaching Fellow’s readiness to assume Teacher responsibilities in subsequent years
• Complete all required paperwork as it related to the Teaching Fellow

Professional Development

• Engage in frequent, open collaboration and communication with colleagues around lesson planning, instructional observations, student data and school wide initiatives
• Participate actively in professional development sessions and pre/post assignments as necessary
• Complete self evaluations (pre-analysis and post-analysis exercise) of teaching performance based on a standard of teaching provided by the Principal
• Engage in ongoing one-on-one professional development observations, meetings, and reflections with the Principal
• Implement next steps determined in professional development sessions, one-on-one professional development meetings, and personal self-reflections

General

• Believe deeply in our school’s vision, mission, and values, and enjoy educating children
• Honor families and the community as assets, developing partnerships and open communication through Family Nights, Open Houses, Community Service events, and Family-Teacher conferences
• Adhere to school policies, procedures, and deadlines
• Perform clerical duties, as required, relating to textbooks, instructional supplies, student record keeping, attendance, etc.
• Lead school wide initiatives and serve on committees as needed
• Commit to an extended instructional day, Saturday Enrichment (one-time per month), and professional development outside of school hours
• Model professionalism through attire and actions

Communication

• Communicate with parents, students, staff members, and guests in person as well as through letters, phone calls, one-on-one interactions, and whole group presentations
• Remain available to students and families on call in the evenings until 6:00PM (via cell phone)

Qualifications

• Possession of a valid teaching certificate from the Maryland State Department of Education and/or a teaching certificate from another state with proof of reciprocity
• A minimum of a Bachelor’s degree from an accredited institution of higher learning
• Experience working with students from underserved communities for 2 or more years (preferred)
• Ability to influence and motivate others
• Ability to persist in the face of challenges
• A deep commitment to, passion for, working with children and families
• Strong organizational skills as evidenced by planning ahead, meeting deadlines, and multi-tasking
• Strong critical thinking skills as evidenced by the ability to link cause and effect, slice data, and generate relevant solutions
• A desire to learn and grown as a professional teacher and leader

Additional Information