Science 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 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.

• 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 engaging and inquiry-based science lessons aligned with Next Generation Science Standards (NGSS), with the aim of cultivating a deep understanding of scientific concepts and meet each individual student's 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.

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.