Science Teacher (Middle School)

The Equity Project (TEP) Charter School; New York (NY); On-site; USD 126,000 - 154,000; Full time

Benefits offered by this job

Vacation: approximately 10 weeks per y

Healthcare: medical, dental, vision

403b Retirement Plan

Wellness Programming

Staff Food Program

Parental leave

Job summary

The Equity Project (TEP) Charter School, a New York charter school, seeks a Middle School Science Teacher. This role centers on creating a vibrant science culture, engaging learners, and building strong relationships with families in a high-expectation environment.

The school emphasizes equity, professional growth, and leadership in the classroom, with a salary of $140,000 and opportunities for annual bonus, plus extensive time off and comprehensive benefits.

Qualifications

• Deeply aligned to TEP’s mission of educational equity for underserved communities.
• Minimum of 3 years of lead teaching experience in grades 4-9 in charter/public/private settings.
• Ability to develop and implement a dynamic math curriculum.
• Outstanding verbal ability and strong communication skills.
• Certification: NY State certification not required, with pathway to certification outlined.
• Education follows NYS pathways; no additional degree programs required.

Responsibilities

• Teach one subject to one grade level daily in a 45-minute block.
• Collaborate with families to build relationships and support progress.
• Be part of a middle school team in a state-of-the-art learning environment.
• May switch grade levels or subjects from year to year.

Skills

Lead teaching

4th-9th grade

Math curriculum

Strong communication

Alignment to mission

Verbal ability

Job description

Join a team of master teachers and earn a $140,000 salary at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal, and on 60 Minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re‑imagining the teaching profession as a place in which teachers prioritize their own growth—as pedagogical experts, intellectual seekers, and community leaders.

Watch the video below to learn more about TEP's investment in teachers.

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.

TEP Middle School Science 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.

As a member of TEP’s Science teaching team aligned to this vision, you will teach all students on your grade level one 45-minute block of science every day in while fostering a positive school community. Through collaboration with students and their families, you will build deep relationships that support student progress and a positive learning environment. Each TEP middle school teacher teaches one subject to one grade level in any given year, but may switch grade levels and/or subjects from one school year to the next.

Middle School teachers 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 a dynamic and engaging math curriculum to cultivate a deep understanding of mathematical concepts and meet each individual student's needs and learning style.
• Outstanding verbal ability and strong communication skills
• Certification requirements: Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective teachers that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application.
• Education requirements: TEP adheres to the educational requirements outlined within the individual pathways to NYS teaching certification (see above), and does not require any additional degree programs.

Why TEP

• The opportunity to join an unmatched and mission-driven team of educators that are passionate about educational equity
• Compensation: Master Teachers earn an annual salary of $140,000, with the opportunity to earn an annual bonus
• Time Off: Approximately 10 weeks of vacation per year (all school vacations)
• Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming
• Healthcare: World-class medical, dental, vision, STD, LTD, and Life Insurance policies
• Family Focus: Parental leave and dependent care account so you can care for your loved ones
• 403b Retirement Plan: We care about your ability to save for your future
• Learning & Development: A culture that provides and encourages professional growth and development, including internal PD and tuition/continuous learning reimbursements

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.