Mary McDowell Friends School is a K-12 college preparatory program dedicated to the success of students with learning disabilities. Grounded in the Quaker values of equality, integrity, and social responsibility, we cultivate a diverse community in which each student can reach his or her full potential. Our specialized teaching methodologies and challenging curricula empower students to become academic achievers, creative thinkers, and contributing members of a global society.

Job Title:   Associate Teacher

Reports to:    Division Director and Assistant Division Director

Position Overview

As an Associate Teacher, you will support the mission of the school by overseeing the safety and well-being of the students in advisory, content area classes, core classrooms, and homeroom classes. You will monitor and stimulate educational and social-emotional growth within the framework of the school’s mission by collaborating with your teaching partner to implement a curriculum that meets the needs of the MMFS student.

Essential Responsibilities and Duties:

STUDENTS

Teaching responsibilities may vary depending on the needs of specific students or a

division.

• Teach:
  • Core Classroom
  • Advisory
  • Homeroom class
  • Design and implement homeroom curriculum that supports the creation of an identity and sense of community in collaboration with the homeroom teaching partner.
  • Literacy (reading and writing) group and a math group
  • Design and implement a literacy and math curriculum that meets the needs of your specific group.
  • Core content area (e.g., history, science, current events, art, woodworking, Spanish)
  • Design and implement content area curriculum including the creation of differentiated materials in collaboration with teaching partners.
• Work in collaboration with the teaching partner to implement a curriculum that meets the needs of the MMFS students.
• Support the implementation of differentiated materials in content area classes.
• Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
• Assign and provide feedback to class work and homework.
• Assess students’ needs and growth within the curriculum.
• Communicate the daily routine, rules, and procedures to your students as well as informing students of any changes within the daily schedule.
• Share expectations and school policies and help to enforce rules with homeroom students.
• Supervise homeroom students when participating in division-wide and school-wide activities such as silence, assembly, and meeting special guests.
• Work with teaching partners to implement homeroom projects including but not limited to community service, buddy class activities, and field trips.
• Support the organizational needs of the homeroom students.
• Implement individualized student plans for homework, organization, and behavior.
• Act as the advocate for homeroom students supporting each student in his/her relationships with other teachers and working with the cooperating homeroom teacher to be the primary point person with parents.
• Order supplies for the room, literacy, math, and core content subjects within the homeroom budget provided.
• Notify a supervisor of any repairs or furniture needs for the classroom.
• Notify the technology department and supervisor when repairs are needed for computers and other technology in the homeroom.
• Structure the room so that others using the space can locate materials and feel comfortable sharing the space.
• Straighten up the classroom at the end of the teaching day in such a way that enables the custodians to clean the room.
• Supervise (These responsibilities will vary from year to year and may be altered depending on the teaching load of the specific homeroom teacher.)
  • Study hall
  • Snack
  • Lunch duty – lunchroom and recess (2x per week)
  • Clubs (2x per year)
  • Overnight Trips
  • Dismissal supervision
  • Homeroom class
• Identify student needs and cooperate with division directors, speech and language professionals, OTs and psychologists to address students’ needs.
• Collaborate with other teachers and administrators in the development, evaluation, and revision of school programs.

FACULTY

• Meet regularly with supervisor to discuss the curriculum and reflect on students’ progress.
• Attend weekly division meetings.
• Attend full faculty meetings.
• Participate on a school-wide or division-based committee and ad hoc committees where necessary.
• Participate in team meetings organized about students’ needs, grade issues, or curriculum topic area.

COMMUNICATION

• Work closely with teaching partner to design and implement curriculum and assess students’ needs.
• Write, edit, and submit, trimester reports and grades.
• Communicate with teaching partner to discuss students’ needs and progress. This may be through email, written notes, phone calls and face-to-face meetings.
• Complete recommendations, evaluations, and other requests for information about students. Submit completed recommendations to the administrator or psychologist.
• Work to ensure clear communication with families, psychologists, therapists, and other outside providers. Seek support when necessary.
• Participate in parent teacher conferences.

OTHER

• Teachers are required to familiarize themselves with faculty handbook and employment manuals and meet the expectations outlined within each.

Additional information outlining specific job requirements related to specific student needs, curriculum, division specific duties, and schedules will be made available during meetings with Division Directors.

Supervisory Responsibility

This position has no supervisory responsibilities.

Work Environment & Physical Demands

This job requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend or stand for long periods of time, as necessary. Classroom locations vary based on student schedules and staff may need to teach from different rooms. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets, and fax machines.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Position Type/Expected Hours of Work

This is a full-time, ten-month position that follows the academic calendar. Days and hours of work are Monday through Friday, 7:45 a.m. to 3:30 p.m. with a half hour paid lunch; faculty meetings occur every Wednesday from 3:30 p.m. to 5 p.m. Evening and weekend work may be required as job duties demand and will be scheduled in advance.

Travel

Travel between school buildings is necessary on occasion, scheduled with advanced notice. Buildings are within walking distance of each other.

Other Duties

Please note that this job description is not designed to cover or contain a comprehensive listing of the activities, duties, or responsibilities that are required of this job. Duties, responsibilities, and activities may change at any time, with or without notice.

Required Education & Experience

BA in education or related field.  Ability to work cooperatively and collaboratively with all levels of employees, management, and external agencies to maximize performance and problem-solving and to achieve results. Willingness to learn and adapt to a new environment required.

Preferred Education & Experience

Proficiency with Microsoft Office and G Suite applications. Experience in the special education, private sector, or Independent School system a plus. Commitment to equity and justice, including knowledge and skills related to cultural competency are desired.

In compliance with NYC’s Pay Transparency Act, this position’s annual base salary range is $50,000 – $57,500. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer.