The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.

Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.

Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.

At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

Spanish Teachers must consistently plan for and monitor the progress of each of their students and collaborate with other teachers to provide interdisciplinary instruction within the humanities and arts classrooms. Spanish Teachers meet regularly with grade level teachers, school leaders, and other specials teachers in order to build on the existing Girls Prep Spanish Language curriculum, which is inclusive of New York State Standards. Spanish Teachers are responsible for creating robust and interdisciplinary units for students through this collaboration. Spanish Teachers also work closely with School Aides, who provide non-academic support.

Duties and Responsibilities:

• Coordinating knowledge of students, of Spanish, language acquisition and curricular resources to design differentiated units and lesson plans for grades 6-7
• Using a variety of assessments fully aligned with instructional outcomes to provide a full composite of students’ abilities and needs and to inform instruction.
• Collaborating to design school-wide celebrations of diverse cultures.
• Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students.
• Reflecting on his/her own progress as an educator and seeking out professional resources to continuously improve his/her practice.
• Providing students with frequent feedback and evaluation.
• Collaborating with grade level teachers to provide outstanding foreign language instruction and integrate other content areas when possible.
• Managing student behavior and classroom routines to maximize learning time and create a positive classroom environment.
• Implementing school-wide positive behavior incentive policies and logical consequences.
• Celebrating student progress and effort each day in their classrooms and through school-wide Unity Meetings, celebrating students who demonstrate zest for learning Spanish
• Communicating with families regularly, responding to emails and phone calls within 36 hours.
• Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments as needed.
• Actively participating in school and network-led meetings and professional development workshops as laid out in the school and professional development calendars.
• Supporting the school as directed by the Principal.

The ideal candidate will have:

• A Bachelor’s degree from an accredited college or university, preferably in the literature or culture of Spanish
• An M.A., Ed.M or Master’s degree in relevant content area
• New York State Certification for relevant grades and content area or demonstrated process towards receiving reciprocity for certification from other states
• A minimum of 2 years of demonstrated success as a full-time secondary classroom teacher, preferably in Spanish
• Demonstrated success working in a high-performing, urban school setting preferred
• Evidence of excellence in teaching through continuous learning and data analysis
• Exceptional organization and planning skills.
• Superior communication skills.
• An ability to work collaboratively.
• A commitment to single-sex education.
• Fluency in Spanish is strongly preferred.