ELA Teacher (Middle School)

Join a team of master teachers and earn a $140,000 salary 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. TEP aims to achieve educational equity for students from traditionally underserved communities by utilising world‑class teachers, while re‑imagining the teaching profession as a place in which teachers prioritise their own growth—as pedagogical experts, intellectual seekers, and community leaders.

About the Role (Responsibilities)

As one of the three pillars of our program (Academics, Arts, and Athletics), TEP is deeply committed to building a classroom culture that fosters a genuine love for math and a positive attitude towards learning. English Language Arts teachers at The Equity Project inspire a love for language arts among middle school students with theme‑based close‑reading units that incorporate novels, non‑fiction texts, and poetry. Independent reading is emphasised throughout the school — with robust classroom libraries in all subject areas (from ELA to Science to Music). Writing instruction is focused around developing key analytical skills while fostering critical thinking, and preparing our students to clearly communicate and advocate in their own authentic voices.

As one of The Equity Project’s middle school English Language Arts teachers, you will lead teach students on your grade‑level for 90 minutes of English Language Arts each day, building deep connections with students that support student learning and development. English Language Arts teachers collaborate with co‑teachers to facilitate lesson plans that include small‑group instruction and individualised feedback to support student achievement and progress in reading and writing. Each TEP English Language Arts teacher teaches one subject to one grade level in any given year, but may switch grade levels and/or subjects from one year to the next.

Middle School teachers will work in a state‑of‑the‑art learning environment carefully designed, built, and crafted to spark joy and instil a love of learning for TEP students. Our school building in the Washington Heights/Inwood community provides a perfect learning environment for developing students by providing innovative classroom settings, a full gymnasium, a high‑tech performing arts space, and an indoor/outdoor café where meals are prepared fresh on a daily basis for students and staff.

About You (Qualifications)

• Deeply aligned to TEP’s mission of providing a world‑class education to historically under‑resourced student communities (90% of TEP students qualify for free or reduced‑price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi‑Lingual Learners).
• Classroom experience: Minimum of 3 years of lead teaching experience, at least 2 of which must have been in 4th through 9th grade classrooms in a public charter school, traditional public school, or private school setting.
• The ability to internalise and implement a dynamic, innovative, and engaging English Language Arts (ELA) curriculum.
• Ability to shape the content to cultivate critical thinking while meeting each individual student’s needs and learning style.
• Outstanding verbal ability and strong communication skills.

Certification requirements: English Language Arts Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective English Language Arts teachers that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application.

Education requirements: TEP adheres to the educational background requirements outlined within the individual pathways to NYS teaching certification and does not require any additional degree programs for English Language Arts Teachers.

Why TEP (Benefits)

• Compensation: Master Teachers earn an annual salary of $140,000, with the opportunity to earn a significant annual bonus up to $35,000 based on whole school performance.
• Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration.
• Unmatched Educator Talent: Be surrounded by a collaborative community of experienced, passionate educators who care about educational equity.
• Time Off: Approximately 10 weeks of vacation per year (all school vacations).
• Employee Wellness: We value your well‑being through our Staff Food Program, Staff Retreats, and Wellness Programming.
• Healthcare: World‑class medical, dental, vision, Short‑Term Disability (STD), Long‑Term Disability (LTD), and Life Insurance policies.
• Family Focus: Parental leave and dependent care account so you can care for your loved ones.
• 403b Retirement Plan: We care about your ability to save for your future.
• Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements.

Application Process

TEP is designed and structured around the belief that great teachers are the key to achieving educational success for students. As such, we require applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each applicant include:

• Resume: Applicants must submit an up‑to‑date resume.
• Cover Letter: Applicants must submit a well‑written cover letter highlighting their specific interest in joining the TEP community.
• Submission of Teaching and Learning: Applicants must submit a portfolio of student work, assessment data for a class of students, or an original curricular tool that they have personally developed.

The requirements for the Submission of Teaching and Learning are specified in detail below.

• Submission of Teaching and Learning – Option 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 analyses and reflects upon the progress that each student demonstrates.
• Submission of Teaching and Learning – Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardised 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 summarise 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.
• Submission of Teaching and Learning – Option C: 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. The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom.