Global Community Charter School·New York
The teacher will design and implement differentiated humanities instruction for middle school students in an ICT classroom setting. They are responsible for managing IEP requirements, analyzing student data to drive intervention, and fostering a culturally responsive learning environment.
This posting is for a role for the 26-27 school year with a start date of August 2026.
PRIMARY FUNCTIONS AND POSITION OVERVIEW Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. Middle school teachers are responsible for establishing and maintaining a classroom where whole group and small group instruction, discussion, projects, and cooperative work engage students, keep classes focused, and infuse a lasting desire to learn in all. ESSENTIAL FUNCTIONS Utilize knowledge of students, instructional content, and curricular resources to design differentiated units and lesson plans aligned to relevant New York State Next Generation standards Design and implement assessments that measure progress towards academic standards Evaluate academic achievement and progress towards learning objectives through detailed data analysis of student performance on a wide variety of metrics Create a culturally responsive classroom environment that promotes respect and global awareness Collaborate with colleagues to support interdisciplinary learning and school-wide goals Engage in coaching cycles and implement research-based strategies that maximize one’s own performance and that of one’s students Reflect on one’s own progress as an educator and seek out professional resources to continuously improve one’s practice; actively participate in professional development workshops and opportunities as laid out in the school and professional development calendars Build relationships and manage student behavior and classroom routines to maximize learning time and create a positive classroom environment Foster meaningful relationships with students and parents that drive students to invest in their learning and make academic gains Provide academic supports, instructional practices, and management needs as mandated on the IEP Support in the writing of IEP reports, attend IEP meetings and ensure appropriate accommodations are given to students during assessments Ability to work closely with other adults, including in co-taught classrooms, to effectively share responsibility for student learning and progress Utilize student data collected to drive instruction and intervention; be accountable for students’ mastery of academic standards Celebrate student achievement and progress in class and during school wide events Lead additional classes, such as electives, SETSS or small groups, as needed and as the schedule allows Model, promote and embodied the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success Support the school as directed by the Principal and other leaders
Bachelor's degree from an accredited college or university is a must; M.A., Ed.M or Master’s degree in education preferred New York State Certification for relevant grades or demonstrated progress towards obtaining certification within the next two years Demonstrate solid knowledge and understanding of content matter and education best practices Two years of demonstrated success as a full-time teacher in this grade band or content area preferred Demonstrated success working in a high-performing, urban school setting preferred Evidence of excellence in teaching through continuous learning and data analysis Be a team player - a desire to work in a team-oriented environment and collaborate effectively with colleagues Dedication to GCCS’ mission
Candidates must hold a Bachelor's degree and possess or be working toward New York State teaching certification. Preference is given to those with a Master's degree and at least two years of experience in a high-performing urban school setting.
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.
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