Teachers

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Meet our team of exceptional educators:

Interested in Teaching at CSI International High School?
The College of Staten Island High School is seeking qualified teachers to teach science.

If you have the qualities we are seeking, please send a letter and resume to principal Aimee Horowitz at ahorowi@schools.nyc.gov.

Description:
At the College of Staten Island High School for International Studies students will experience a rigorous, highly engaging, cohesive set of learning experiences that incorporate international content across the disciplines. While enabling every student to meet requirements for a Regents diploma, and continuing education, course content will be suffused with subject specific and interdisciplinary investigation of world cultures, geography, languages and international issues of historical and contemporary significance. Teachers who commit to work at the College of Staten Island High School for International Studies will be collaborative, team oriented, active learners who are flexible in their approaches to providing high standards based instruction. Support for students’ academic success and social and emotional development will permeate every aspect of the program and be considered the common responsibility of everyone within the school community. Teaching will emphasize an inquiry oriented, project based learning approach that enables students to actively manipulate ideas to construct knowledge and develop their own understanding. Teachers will lead a student advisory group and commit to support a diverse community of learners. Teachers will also be mentors to students in co-curricular activities and clubs. Communication with parents, the community, and among staff will occurs through a wide range of forums, including narrative student progress reports, desktop applications such as Microsoft Office and e-mail. Incorporation of technology into instruction to develop students’ research skills and to enhance their international educational experiences is also expected. Assessment and data will drive instruction and curriculum planning.

Criteria for Teacher Selection

• Experience in fostering a school culture that values and promotes respect and understanding of diverse cultures; personalized student-teacher relationships; a sense of belonging and personal growth for every student; and educational excellence for every student
  
• Experience with incorporating international content into classroom instruction with differentiated pedagogy that supports literacy development

• Experience with advising clubs, leading a student advisory, facilitating community service projects, and participating in community, college and school activities outside of the school day

• Demonstrated ability to differentiate instruction for a diverse student population in heterogeneous groups; experience using multiple forms of assessment that promote learning and understanding; and using data to inform instruction

• Demonstrated ability to support Special Education students and English Language Learners in an inclusive setting and to work with Special Education and ELL teachers

• Demonstrates excellent classroom management that include ability to engage students in learning activities for extended periods of time; ongoing conferencing with colleagues; and communicating with students and parents/guardians and working with school counselors and other appropriate professionals to address students’ academic, emotional, and social needs

• Priority will be given to applicants with demonstrated ability to teach more than one subject area and who possess dual certification; who are multilingual and/or have experience living or working abroad

• Demonstrated ability to incorporate relevant hands-on activities; develop inquiry-based learning units, experience and ability to implement cooperative learning strategies and project based learning

• Experience planning collaboratively to develop curriculum and interdisciplinary units of study and effectively contributing to a school wide/department wide collaborative decision making process. Willingness to participate in collaborative teaching and CTT

• Evidence of commitment to ongoing personal adult learning and professional growth; and participation with peers in a professional learning community including peer observation and feedback, collaborative analysis of student work, model teaching and other forms of collaborative professional development. Availability to participate in summer retreats (compensation and sufficient notice will be provided) and in-school professional development workshops throughout the year

• Proficiency in use of technology and incorporating technology and the Internet into classroom instruction to aid students in developing their communication skills, enriching their knowledge of the world beyond the classroom, and in enhancing students’ international education experiences

• Satisfactory rating(s)

• Satisfactory record of attendance and punctuality