Please answer the following 3 questions, with all parts addressed. (2 questions have 2 parts). At the bottom of the page you will find the referenced materials.
Question 1 –
Keeping the mission statement in mind, why do you want to join our program and teach in high-need schools in NYC? (Your answer must be 200 words or less.)
Question 2 –
During this program, aspiring teachers apprentice in the classroom of an NYC public school teacher for half a year, gradually increasing their teaching time and responsibility within their Coach’s classroom. You will work to grow their skills by teaching your Coach’s students, receiving and implementing feedback from your Coach, and by attending weekly skill-building sessions.
a. You will be arriving not only as a new community member within your Coach’s classroom, but also within the school you are teaching. What steps will you take to work successfully with your Coach, students, and other community members within the school? Why do you think these will be effective? How will you know? (Your answer must be 200 words or less.)
b. As a teacher, do you believe you will be able to ensure high academic achievement for all students you will teach? Why or why not? Describe any experiences and/or skills that will help you set and achieve ambitious academic goals for your students. (Your answer must be 200 words or less.)
Question 3 –
Three weeks into your training, you notice that a few of your students are consistently disengaged during lessons. Even when other students are engaged, you often find this group doodling, chatting, or participating in other off-task behaviors.
a. What are some potential causes of the students’ behavior and what action steps would you take to confirm your assumptions? (Your answer must be 150 words or less.)
b. Assuming your assumptions are right, how would you attempt to address the students’ behavior? How would you proceed if your initial attempts were unsuccessful? (Your answer must be 150 words or less.)
OUR MISSION
The mission is to recruit and prepare talented, committed individuals to become effective teachers who dedicate themselves to raising student achievement and effecting change in New York City’s highest-need schools.
Every student in deserves an excellent teacher. Many schools in our highest-need communities still struggle to attract and retain highly effective educators. We are working to overcome this challenge by providing the lowest-performing schools with access to a pool of passionate teachers who have the opportunity to lead at the grassroots level, collaborating with the administration, school staff, parents, and the community in their day-to-day work with students.
We are motivated by the belief that practical preparation will equip hard-working, dedicated individuals to be effective teachers in their own classrooms. All participants should exhibit our core values:
1. High Expectations
We set high expectations for all of our students because we believe in their ability to meet and exceed these goals. We work continuously to help them achieve their goals because we understand that our efforts will make a significant difference in the lives of our students.
2. Respect and Professionalism
We are aware of our own strengths and areas for professional growth and we value the strengths that others bring to this work. We actively partner with colleagues at our schools as well as the families and communities of our students to drive student achievement.
3. Constant Learning
We continuously reflect on our practice, take ownership over our own professional development, set goals, and view our growth on a continuum. We welcome feedback, celebrate success, and actively seek opportunities to improve.
4. Perseverance
We do not give up on our students, our schools, or our communities. We consider it our responsibility to provide a top-quality education for our students.
5. Collaboration
We work as a team to challenge and support one another. We know that multiple perspectives generate a richer understanding of our work and how to improve it.
6. Leadership
We exhibit leadership in our classrooms and school communities. As teachers, we thoughtfully set goals and make strategic decisions to help us reach them. We are innovative—where there are no solutions, we create them. We influence how students envision their future selves by enriching classroom instruction with shared perspectives.
