The Queen City Difference At Queen City Academy Charter School, teachers are our most treasured assets. We expect academic and character excellence from QCACS students, and our teachers help foster a dynamic learning environment where students receive the necessary preparation and support to rise to that challenge. Therefore, teacher recruitment at QCACS is a vitally important process through which we seek to attract and retain educators with an immediately discernible passion for helping children meet their highest potential. Teachers work in a collegial setting where the faculty and administration collaborate to ensure a high quality education experience for students, while benefiting from supportive parent partners who are deeply committed to their children's success. The Queen City Academy Charter School is Plainfield, New Jersey's first charter school. QCACS serves scholars in grades K-10 and growing to K-12. Our mission is to create lifelong learners and equip staff with the opportunities to successfully shape and transform lives by cultivating learners that possess the ability to be critical-thinkers and demonstrate leadership skills required to continuously open new doors which create generational successes. All staff are expected to be committed to the mission of QCACS, have a positive and professional attitude, exhibit a strong work ethic (including a willingness to work long hours) and possess an inner drive for personal and professional excellence. The Queen City Academy Charter School of Plainfield is an equal opportunity employer. High School History Teacher Position Overview All teachers at The Queen City Academy Charter School advance the mission, goals and educational philosophy of the school by planning and facilitating learning activities and experiences that advance the intellectual, emotional, physical, and social growth of students, while enabling students to develop competencies, skills and disposition to function successfully in society. The High School History Teacher should be able to:
- Teach a curriculum that prioritizes analysis of World, US History, American Government, and Economics in preparation for Advanced Placement (AP) and collegiate level coursework;
- Facilitate student-led discourse of historical topics, where students grapple with open-ended guiding questions, engage in peer to peer debate, and synthesize arguments;
- Guide students to understand the author's claim and the power of sourcing while developing the skills of argumentation, corroboration, inquiry, and historiography through primary and secondary source analysis;
- Build an inclusive and safe environment where students are empowered to use their voices to express evidence-based opinions and perspectives;
- Work with the History department to determine academic and engagement goals for students;
- Meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments;
- Learn and implement strategies to differentiate instruction for all learners in your classroom;
- You'll build positive relationships with students to ensure they feel seen, loved, and heard;
- Partner with students' families to ensure appropriate resources are available to support their child's learning needs;
- Engage in practice-based professional development, mentorship, and coaching sessions;
- Participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement;
- Partner with your grade level team to develop academic goals and practice instructional strategies.
Qualifications The successful candidate will hold at minimum a Bachelor's degree and certification as appropriate. The expectation is that all candidates hold at least a Certificate of Eligibility and QCACS leadership can provide guidance on obtaining full certification in the State of New Jersey. Candidates should be prepared to provide a copy of a valid New Jersey Certificate or proof of passing the required PRAXIS tests. Applicants must demonstrate cultural sensitivity, ability to communicate with parents and students across lines of difference, have mastery of subject matter content, be a team player, hold high expectations of students and possess basic understanding of child development.