SCCS is hiring for the 2018-2019 school year!

Post date: Apr 19, 2018 2:51:34 PM

Spring Creek Community School is currently accepting applications for teaching positions for the 2018-2019 school year. Please see below for details.


Subject to prevailing budgetary availability, hiring restrictions, and need, positions in the school may include, but may not be limited to, the following license areas: 7-12 English Language Arts, Mathematics, Social Studies, Science, Special Education, Foreign Language, ESL, Art, and/or Physical Education. Dual certification in ESL/Special Education and content area preferred.**


Spring Creek Community School is a small, nurturing school with a focus on questioning, dialogue, and student-centered inquiry, and an emphasis on arts and technology across the curriculum. We are in our fourth successful year of a new 6-12 school in East New York, and are seeking passionate, proactive, high-energy educators to assist in building our High School as well as adding to our Middle School staff. We seek educators who are inspired by the opportunity to build a school, and a community, together. We offer the opportunity to be a leader and a visionary as we work with students, families, and the community to create a new public school that serves the students and families of East New York.

Our collaborative staff members are educators, advisors, and learners along with our students; teachers and staff work together to create a community-minded environment and develop curriculum, in the classrooms and beyond, that is centered around our knowledge of the whole child’s needs and interests. We are committed to the inclusive model of education, and our mission to serve the needs of all students, including a percentage of Students with Disabilities that significantly exceeds our District average.

We are seeking teachers who can integrate themselves into our positive and collaborative staff culture, and who are excited to take on leadership roles in designing and shaping the structures, curriculum, and culture of a new school. The processes of collaboration, reflection, and inquiry are not just our practices, but values that are central to our community. Many of our classes are co-taught, so we are actively seeking educators who are excited to teach and learn in collaboration with other educators.


Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate through their resume and cover letter experience and/or willingness to become involved in these essential aspects:

· Work within a non-traditional school schedule and organizational structure that meets the needs of all students including English Language learners and students requiring special education services. This includes teaching classes in hour long blocks or longer, and in teaching teams, where appropriate.

· Serve as a faculty advisor to a small “advisory group” of students two-five times per week. This includes consistent parental contact with parents/guardians of advisory students as well as the implementation of the school’s advisory curriculum.

· Develop instruction, curriculum, and learning activities that are project-based/experiential in nature, and align with the school’s vision of differentiated, student-centered learning and instruction.

· Willingness to take on duties that support classroom teaching (i.e., frequent grade and planning meetings; designing and implementing school policy; participating in the school decision-making and culture-building process; engaging in regular and cyclical inquiry, reflection, and goal-setting to meet the needs of all students subgroups; engaging in frequent and public learning processes as part of a Professional Learning Community)

· Develop a curriculum that incorporates NYS standards as well as Common Core Standards into all unit plans and assessments.

· Investment in the success of students and our school environment beyond the classroom, and willingness to take initiative in systems and culture-building.

· Co-teach the majority of classes with content/Special Educators in inclusion classrooms, and work with staff to develop differentiated curriculum and pathways of services that meet the needs of all students.


· Valid and current New York State teaching certification in the appropriate content area

· Satisfactory ratings for all years of service

· Ability to pass a background check and thereby receive NYCDOE fingerprinting clearance to work in schools


The successful candidate will demonstrate:

· Evidence of willingness to carry out the above duties and responsibilities

· Ability to incorporate literacy and critical thinking in daily routines and classroom instruction

· Ability to incorporate hands on and cooperative learning activities, and develop and use project based learning units, utilizing backwards planning model.

· Ability to use data (both qualitative and quantitative) to differentiate curriculum and learning experiences for all students, including both SwDs and accelerated learners.

· Ability to receive feedback, engage in reflective processes, and apply new learning to develop professional and pedagogical skills and approaches.

· The ability to use UbD to thoroughly plan and prepare for units of study, and produce/submit thoughtful roadmaps for curriculum and student learning.

· Experience in differentiating instruction for all students, including special education and English Language Learners

· Ability to communicate, collaborate, and work well with others to reach consensus and effectively implement instructional and professional objectives

· Assertive and proactive classroom management skills

· A strong toolbox of classroom structures and approaches appropriate for 6-12 student development

· Demonstrated success of working collaboratively with colleagues and parents/caregivers

· Commitment to building relationships with students, families, and the surrounding community

· Use of on-going formative assessments to provide weekly numeric and/or narrative feedback to each and every student.

· Ability to use assessment data to perform inquiry and drive instruction/student learning

· Ability to problem-solve and proactively address student and school needs


In addition to an interview, teacher candidates must present a teaching portfolio including evidence of curriculum planning, such as a 3 week unit plan demonstrating the backwards planning model, and any teaching artifacts collected through their teaching career.

Applicants must provide three references and if possible a written observation from supervisor or principal.


As per Collective Bargaining Agreement

TO APPLY: Send Cover Letter, resume, and sample lesson/unit plan to: