ELA Teacher (Middle School)

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

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 for math and a positive attitude towards learning.

English Language Arts (ELA) teachers at The Equity Project inspire a love for language arts among middle school students with theme-based close-reading units that incorporate novels, non-fiction texts, and poetry.  Independent reading is emphasized throughout the school - with robust classroom libraries in all subject areas (from ELA to Science to Music). Writing instruction is focused around developing key analytical skills while fostering critical thinking, and preparing our students to clearly communicate and advocate in their own authentic voices.

As one of The Equity Project's middle school English Language Arts teachers, you will lead teach students on your grade-level for 90 minutes of English Language Arts each day, building deep connections with students that support student learning and development. English Language Arts teachers collaborate with co-teachers to facilitate lesson plans that include small-group instruction and individualized feedback to support student achievement and progress in reading and writing. Each TEP English Language Arts teacher teaches one subject to one grade level in any given year, but may switch grade levels and/or subjects from one year to the next.

• 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 internalize and implement a dynamic, innovative, and engaging English Language Arts (ELA) curriculum.  Ability to shape the content to cultivate critical thinking while meeting each individual student's needs and learning style.
• Outstanding verbal ability and strong communication skills
• Certification requirements: English Language Arts Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective English Language Arts 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 background requirements outlined within the individual pathways to NYS teaching certification (see above), and does not require any additional degree programs for English Language Arts Teachers.

Looking to have a significant impact while gaining lead teaching experience within a community of expert educators? Explore our TEP Teaching Fellow opportunity!

If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP's Senior Leaders. Learn more about the teacher application process and what it's like to teach at TEP. 

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
• 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 Submission of Teaching and Learning are specified in detail below.

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.