Family Life Academy Charter Schools·New York
The teacher will plan and deliver rigorous, student-centered lessons while maintaining a safe and inclusive classroom environment. They are responsible for analyzing student data to refine instruction and collaborating with colleagues to support diverse learning needs.
ABOUT US Family Life Academy Charter School (commonly called FLACS) is a nonprofit network of high-performing charter schools in the South Bronx.
Family Life Academy Charter Schools, together with the Latino Pastoral Action Center and parents, create the conditions for self-empowerment for all its K-12 students to excel academically, take responsibility for their own learning, and affirm human values, today, in college, and beyond.
We are guided by this mission and through it, we have revolutionized education for students from K-12.
Family Life Academy Charter Schools is currently seeking dynamic educators who Value collaboration with like-minded educators who believe that education is activism.
Want to work in an environment where all students are scholars and academic excellence is the norm.
Believe that young people can be leaders who can create positive change in their communities and that schools should be safe, warm and caring environments.
Desire to work in a place where their skills will be nurtured through an embedded professional development program.
CLASSROOM TEACHER (GRADES K-5) JOB DESCRIPTION Under the supervision of the Principal, the Classroom Teacher (Grades K-5) plans engaging and student-centered lessons utilizing rigorous standards-based curricula to ensure all students master the state standards.
They promote a culture of excellence and high expectations for their students and are responsive to diverse learning needs, strengths, interests and experiences of their students.
The elementary teacher works with the school leader and administrators to implement school procedures and policies and communicates with parents, guardians and/or caregivers.
Key Responsibilities: Creates academically rigorous, standards-based, culturally relevant lesson plans that foster critical thinking and problem-solving.
Utilizes student-centered instructional strategies to engage students and differentiate teaching based on the diverse, individual needs of students including those with disabilities and ELLs.
Implements units using common network curriculum resources, maps, frameworks, pacing documents and instructional philosophies to ensure alignment across our schools from kindergarten through high school graduation.
Integrates literacy skills across their curriculum area, includes explicit vocabulary development and prepares students to read, write, speak and listen within this discipline.
Coplans and co-teaches with Special Education teachers and English as a New Language teachers to support students through differentiation of materials.
Analyzes data from ongoing formative and summative assessments to refine instructional practices and impact student achievement.
Maintains strong classroom management and implements school wide policies and procedures to ensure a safe, caring and orderly school environment.
Establishes a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships.
Grades student work and provides students with actionable feedback, and returns work and enters these grades into online systems shared with students and families promptly.
Seeks to actively know students’ strengths and challenge areas and communicates these effectively with families using online portals, report cards and other means.
Participates in professional development, professional learning communities, grade-level activities and school wide functions.
Shares best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups.
PROFESSIONAL RESPONSIBILITIES: Upholds the FLACS mission, core beliefs, and educational philosophy.
Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness.
Has high expectations for students and for themselves as an educator.
Demonstrates self-motivation and willingness to be a team player.
Bachelor’s degree is required; master’s degree is preferred Prior satisfactory teaching experience preferred New York State Certification in Childhood Education 1-6 and/or New York State Certification in Early Childhood Education Birth-2 Dual certification in English to Speakers of Other Languages (ESOL) or Students with Disabilities is a plus Clearance for fingerprint and criminal background check It is the policy of FLACS to provide educational and employment opportunities without regard to race, color, religion, creed, national origin, alienage and citizenship status, age, marital status, disability, sexual orientation, gender (sex) or prior record of arrest or convictions (except as provided by law), and to maintain an environment free of discriminatory harassment, including sexual harassment, or retaliation, as required by civil rights law.
$58,887.79 to $104,365.68
Candidates must hold a Bachelor's degree and New York State Certification in Childhood Education (1-6) or Early Childhood Education (Birth-2). Prior teaching experience is preferred, and candidates must pass a fingerprint and criminal background check.
Market context
In New York, classroom teacher roles are typically shaped by steady school staffing needs and competition for educators who can demonstrate strong instruction and classroom leadership. This role is competitive because it calls for advanced chess knowledge, proven teaching experience, and the ability to manage multiple responsibilities while supporting student success. Review the AI-summarized requirements and benefits on this platform to save research time, then tailor your application to show concrete teaching results and leadership examples.
