Founded 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 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
Compensation 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/24356
Additional 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.
Baltimore, Maryland
Full Time