Company DescriptionAbout KIPP BaltimoreFounded in 2002, KIPP Baltimore operates joyful, academically excellent public charter schools and alumni support programming that prepare students with the skills and confidence necessary to successfully pursue individual pathways to careers of highest aspiration. KIPP Baltimore enrolls approximately 1,500 kindergarten through eighth grade students in two schools on a shared campus in the former Walbrook High School building in West Baltimore: KIPP Harmony Academy (grades K-5) and KIPP Ujima Village Academy (6-8). Including our signature KIPP Forward (formerly KIPP Through College) program, we support more than 3,000 current students and alumni.KIPP Baltimore is part of the national KIPP Public Schools network. KIPP (Knowledge Is Power Program) began in 1994 with 47 fifth-graders as a college-preparatory program housed within a public middle school in Houston, Texas; today, we are a network of 280 schools, 15,000 educators, and 175,000 students and alumni. All KIPP public charter schools are locally-run, non-profit organizations; each region is governed by a board of directors.Job DescriptionPosition OverviewTeachers 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 ResponsibilitiesHold high expectations for each student and work relentlessly to foster student achievementSet goals for a class and individual students and use ongoing formal and informal assessments to track progress towards goalsDesign assessments and use data daily and weekly to inform instruction and professional growthApply a strong knowledge of early childhood literacy, as well as other content areas to classroom instructionDemonstrate knowledge of grade level standards, benchmarks, and curriculumCreate long term plans, unit plans, and daily lessons that ensure mastery of standards and demonstrate proficiency in backwards designPlan daily lessons that promote critical thinking and inquiry and utilize instructional strategies that meet the needs of a diverse group of studentsDifferentiate instruction effectively to meet the individual needs of all studentsBuild strong relationships and a positive rapport with students, families, and colleaguesValue and draw upon students experiences and backgroundsImplement school wide student management and culture policies and procedures within classroom and on campusEstablish and maintain a strong classroom culture that teaches students discipline and responsibilityCreate and foster an encouraging learning environment that promotes self-efficacyMentoring a Teaching Fellow (if applicable)Meet weekly with a Teaching Fellow to lesson plan, analyze classroom data, and discuss upcoming classroom eventsPlan for the Fellow’s involvement in lessons when the Teacher is leading a lessonObserve Teaching Fellow and debrief on classroom management and instructional strategiesProvide Teaching Fellow with feedback on weekly lesson plans, if necessarySupport the teaching fellow if they are lead teaching a lessonProvide feedback to the Principal on the support and development needed by the Teaching Fellow outside of the classroom settingProvide input to the Principal on a Teaching Fellow’s readiness to assume Teacher responsibilities in subsequent yearsComplete all required paperwork as it related to the Teaching FellowProfessional DevelopmentEngage in frequent, open collaboration and communication with colleagues around lesson planning, instructional observations, student data and school wide initiativesParticipate actively in professional development sessions and pre/post assignments as necessaryComplete self evaluations (pre-analysis and post-analysis exercise) of teaching performance based on a standard of teaching provided by the PrincipalEngage in ongoing one-on-one professional development observations, meetings, and reflections with the PrincipalImplement next steps determined in professional development sessions, one-on-one professional development meetings, and personal self-reflectionsGeneralBelieve deeply in our school’s vision, mission, and values, and enjoy educating childrenHonor families and the community as assets, developing partnerships and open communication through Family Nights, Open Houses, Community Service events, and Family-Teacher conferencesAdhere to school policies, procedures, and deadlinesPerform clerical duties, as required, relating to textbooks, instructional supplies, student record keeping, attendance, etc.Lead school wide initiatives and serve on committees as neededCommit to an extended instructional day, Saturday Enrichment (one-time per month), and professional development outside of school hoursModel professionalism through attire and actionsCommunicationCommunicate with parents, students, staff members, and guests in person as well as through letters, phone calls, one-on-one interactions, and whole group presentationsRemain available to students and families on call in the evenings until 6:00PM (via cell phone)QualificationsPossession 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 learningExperience working with students from underserved communities for 2 or more years (preferred)Ability to influence and motivate othersAbility to persist in the face of challengesA deep commitment to, passion for, working with children and familiesStrong organizational skills as evidenced by planning ahead, meeting deadlines, and multi-taskingStrong critical thinking skills as evidenced by the ability to link cause and effect, slice data, and generate relevant solutionsA desire to learn and grown as a professional teacher and leader Additional InformationCompensation and Benefits: Compensation for this position is defined by Baltimore City Schools Office of Human Capital, and is based upon the highest degree obtained, and years of experience (up to 10 years). Baltimore City offers a comprehensive benefits package. More information can be found here: http://www.baltimorecityschools.org/Page/24356Additional compensation is commensurate with time worked outside of the 180 required school days and standard hours. This additional time is used for professional development. For example, our teachers are compensated for 5 additional days at the start of the school year for professional development. Start Date: Could start immediately as it's a newly created position, but will also be open for the 24-25 school year Statement of Non-Discrimination: KIPP Baltimore is committed to the ideal of diversity in its student body and in its faculty and staff. KIPP Baltimore does not discriminate on the basis of race, color, gender, disability, age, religion, sexual orientation, nationality, or ethnicity. We are strongly committed to hiring a diverse and multicultural staff and encourage applications from traditionally under-represented backgrounds.