Lower School Lead Teacher, 4th Grade

Tapestry Charter School

65 Great Arrow

Buffalo , NY 14216

Certified - Teaching - Elementary Teacher {ELEM}

Job Number 3300046872

Start Date

Open Date 04/22/2024

Closing Date

ANTICIPATED POSTING FOR THE 2024-25 SCHOOL YEAR

POSITION: Lower School Lead Teacher, 4th Grade

SCHOOL YEAR: 2024-25

REPORTS TO: Lower School Building Principal

WAGE/HOUR STATUS: Exempt/10 month

Mission: Educating and inspiring a diverse community of K-12 learners by engaging them in rigorous real-world learning experiences which prioritize intellectual, social and emotional growth.

Vision: Tapestry is a vibrant, sustainable school that empowers learners and leaders to make a positive impact in our communities and beyond.

Values : Perseverance, Integrity, Respect & Responsibility (PIRR).

POSITION SUMMARY : Tapestry is seeking a 4th Grade Lead Teacher. Tapestry offers teachers a truly dynamic teaching and learning experience, and gives first year teachers the opportunity to be mentored. Teachers are responsible for working with students, families, other teachers and staff, and the Principal towards achieving the mission and goals of Tapestry Charter School. The Classroom Teacher is responsible for teaching all core academic disciplines including language arts, expedition, mathematics, and crew. We have instructional coaches that work with teacher teams collaboratively to positively impact student outcomes and teacher efficacy.

This job description is meant to provide structure to the responsibilities and accountability of this position. There may be additional responsibilities that a teacher undertakes or that are assigned as needs of students and of the school arise.

In the following areas, a Classroom Teacher is expected to:

CURRICULUM/INSTRUCTION:

• Adapt NYS math modules; EL Education language arts modules; NYS SEL Benchmarks; NGSS & C3 Framework SS.

• Implement the principles and components of Expeditionary Learning/EL Core Practices.

• Plan engaging lessons and experiences designed to help students achieve content and curriculum standards.

• Work with inclusion staff to plan for and meet the needs of students with Individual Education Plans (IEPs) and English Language Learners(ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs.

• Implement a guided math and balanced literacy program that includes daily instruction and practice in reading and writing. As appropriate to the grade level and needs of individual students, implement the strategies and structures of guided reading. Support student literacy (reading, writing, speaking, listening) across the curriculum.

• Incorporate diversity and multicultural content and wellness into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials.

• Develop and revise clear criteria and standards for high quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality with your team.

• Display student work documenting the process that went into creating the work.

ASSESSMENT/ACCOUNTABILITY:

• Conduct ongoing assessment of student work using multiple assessment tools. Use assessment data to plan for instruction and to set short and long-range goals. Ensure collection and submission of data specified in the schoolʼs Accountability Plan.

• Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose.

COLLABORATION, COLLEGIALITY, AND PROFESSIONALISM:

• Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching partners and the Principal.

• Work productively with instructional coaches and teammates.

• Work with the RtI team and specialists to support students that are failing to make adequate progress academically, or who may be struggling behaviorally.

• Seek support from the Principal when needed.

• Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.

SCHOOL CULTURE/CLASSROOM MANAGEMENT RESPONSIBILITIES:

• Create and maintain a physically and emotionally safe environment for students that includes SEL and restorative practices. Model, practice and discuss respectful, unbiased and effective communication with students.

• Manage student behavior in the classroom by establishing and enforcing norms, expectations, and procedures and building relationships as the foundation.

• Demonstrate preparation and skill in working with students in diverse cultural, economic and ability backgrounds.

• Commitment to the success of all children.

• Engage students in age appropriate discussions of diversity and equity. Use student observations, questions, actions and reactions as teachable moments to issues that arise.

• Plan and facilitate team based daily crew lessons that directly connect to the NYS SEL Benchmarks.

PROFESSIONAL DEVELOPMENT:

• Participate in Professional Development Time (embedded within your grade level team) and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.

• Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.

FAMILY COMMUNICATION AND INVOLVEMENT:

• Prepare progress summaries using the reporting procedures agreed upon by the teaching staff and the Principal. Collaborate as needed with other teachers.

• Conduct Student Led Conferences with families twice per year.

• Keep families informed about classroom activities and units of study through ongoing communication

• Attend and participate in school events.

• Check voicemail and email daily and respond promptly or within 24 hours to requests from families, administrators and colleagues.

ADDITIONAL DUTIES:

• Demonstrate knowledge of, and support, Tapestry Charter School mission, vision, value statements, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior.

• Perform other related duties as required and assigned.

  EXPERIENCE AND EDUCATION REQUIREMENTS:

• Professional/Permanent certification in applicable grades/subject area with 3 years of teaching experience.

• Knowledge of Expeditionary Learning is a plus.

• Classroom experience is essential.

• Master's degree, or higher, preferred.

*Salary based on a Teacher Payscale- Bachelors, Masters, Bachelors + Certification, Masters + Certification, plus years of experience.

Please make sure to complete an application by clickinghere (https://wnyric.atenterprise.powerschool.com/ats/app_login?COMPANY_ID=00005387) for this job posting.

Job Attachment View Attachment

Itinerant Location 111 Great Arrow Ave. Buffalo, NY 14216

Salary: From 36720.00

Salary: To 88200.00

Salary Competitive Y

Appointment Status Annual Contract

Start Date 09/03/2024

Contact Person's Name Lauren Pratt

Contact Person's Title Director of People Operations

Contact Person's Email prattl@tapestryschool.org