Physical Education Teacher (Elementary School)

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

Applicants will be eligible for Early Childhood Physical Education Teacher roles (Kindergarten, 1st Grade) and Elementary School Physical Education Teacher roles (2nd Grade to 4th Grade).

TEP is deeply committed to Physical Education, evidenced by the fact that TEP students receive one full period of Physical Education every single day, across every single grade. As one of the three pillars of our program (Academics, Arts, and Athletics), TEP treats Physical Education as a full-fledged academic subject, and not as an elective meant to supplement.  You will collaborate with other grade-level teachers to integrate physical education into the broader educational experience.

In this role, you will be a grade-level physical education teacher, leading daily 45-minute PE periods to each of the K, 1st, 2nd, 3rd, or 4th grade classes. You will also supervise unstructured play as well as structured physical activities during recess, ensuring that students are safe but active on the road to developing the habits that will lead to life-long health.

• 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 2 years of lead physical education teaching experience in grade levels K-4 in a public charter school, traditional public school, or private school setting
• The ability to develop, tailor, and implement curriculum and teaching methods to each individual student's needs and learning style, ensuring alignment with state standards while promoting the holistic well-being of our young learners.
• 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.

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.