Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results.
Watch the video below to learn more about TEP's new Middle School facility, designed with community and equity at the forefront.
English Language Arts teachers at The Equity Project inspire students with theme-based, close-reading units that incorporate novels, non-fiction texts, and poetry. Independent reading is emphasized throughout the school - with robust classroom libraries in all subject areas (from ELA to Science to Music). Writing instruction is focused around developing 3 long form essays per year (one per trimester), two argumentative pieces that respond to literary or nonfiction texts or topics and one narrative piece. English Language Arts teachers teach their students for 90 minutes per day, which consists of one reading-focused period and one writing-focused period. There are typically 3 ELA teachers per grade-level; this allows each ELA teacher to focus on a smaller subset of students on the grade and gives time for individualized feedback.
Requirements: Each position requires a minimum of 3 years of lead teaching experience, at least 2 of which must have been in 4th, 5th, 6th, 7th, 8th or 9th grade classrooms. Each The Equity Project middle school teacher teaches one subject to one grade level in any given year (e.g. 6th grade Science). However, TEP teachers may switch grade levels and/or subjects from one year to the next.
NOTE: In adherence with Department of Health guidelines, all charter school staff is required to provide proof of COVID-19 vaccination.
Compensation: Master teachers earn an annual salary of $125,000 with the opportunity to earn an annual bonus . Benefits include medical, dental, vision insurance, 403b retirement plan, STD, LTD and Life Insurance. Individuals in the position also receive all school vacations – approximately 10 weeks per year.
Join us for an VIRTUAL info session!
If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP's Senior Leaders. Learn more about the teacher application process and what it's like to teach at TEP.
The first stage of the process is the application below. In order to be considered, you must submit an application that consists of all four components: 1 - Resume, 2 - Cover letter, 3 - Evidence of student learning, and 4 -Original Curricular tool. The requirements for each of the four components are specified in detail below.
1. RESUME: Please submit an up-to-date resume.
2. COVER LETTER: Please submit a well-written cover letter.
3. EVIDENCE OF STUDENT LEARNING: Submit one of the following three options:
Option A: (HIGHLY PREFERRED)
We understand you may be unable to provide a recorded video of you teaching in a classroom setting. If you do not have a video with students in the classroom (per the instructions below) you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with/for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We’re excited to see your creativity. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching that occurs in the lesson. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.
An unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.
Option B: A portfolio of student work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.
Option C: Assessment data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments. The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.
4. ORIGINAL CURRICULAR TOOL: Please submit one original curricular tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students' learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc.