Classroom Culture Lead Teacher (CCLT)

Job Posting Organization:
The Newcomer Youth Summer Academy (NYSA) is a program designed to assist newly arrived refugee youth in acclimating to the New York City public school system. The program spans six weeks and serves up to 130 students aged 5 to 21 from over 20 different countries. The NYSA focuses on providing a comprehensive educational experience that includes academic subjects, creative arts, physical education, and social-emotional learning. The organization is committed to fostering an inclusive environment that supports the diverse needs of refugee youth, ensuring they can thrive in their new educational settings. The NYSA operates within the framework of the International Rescue Committee (IRC), which has a long-standing mission to help people affected by humanitarian crises survive and rebuild their lives. The IRC has been in operation for over 80 years and works in more than 40 countries, employing thousands of staff members dedicated to various humanitarian efforts.

Job Overview:
The Classroom Culture Lead Teacher (CCLT) plays a pivotal role in the Newcomer Youth Summer Academy by leading classroom culture, rituals, and routines. CCLTs are tasked with working with a specific class level, which can range from Grades K-1, 2-3, or 4-5, providing essential support and continuity throughout the program. Their primary responsibilities include planning and leading daily lessons that align with academic standards while also focusing on community building, relationship development, and social-emotional skill enhancement. CCLTs are expected to engage with students both individually and in smaller groups, offering additional support to promote their well-being and learning. They also lead their classes on Friday field trips, which are integral to the program's experiential learning approach. The role requires a strong commitment to behavior management in accordance with the Academy's philosophy and guidelines, as well as monitoring student well-being and academic progress. CCLTs must maintain effective communication with Academic Lead Teachers, Peer Mentors, Administration, and students' families to ensure a cohesive educational experience.

Duties and Responsibilities:
The duties and responsibilities of the Classroom Culture Lead Teacher include: participating in mandatory school programming, instructional planning sessions, and all program meetings; planning and leading whole-group culture, social-emotional learning (SEL), and relationship-building mini-lessons; conducting lessons on various topics related to the NYSA theme and curricula; supporting students' social-emotional development through individual and small-group counseling; identifying and addressing student needs related to behavior, attendance, mental health, or social challenges, and referring to outside services when necessary; collaborating with teachers, administrators, and families to create strategies that support student success; maintaining accurate documentation of interventions and observations; implementing individualized student support plans; participating in multidisciplinary teams to coordinate wraparound services; serving as a focal point for peer mentors in the classroom; collaborating with IRC staff in monitoring student progress; providing student progress reports during parent-teacher conferences; completing pre- and post-School Readiness observational assessments; leading classroom climate in accordance with Academy philosophy; supervising students on field trips; managing dismissal protocols; supervising students during breakfast, lunch, early care, and after-school hours; providing early and/or after-care supervision as needed; substituting for colleagues as necessary; engaging in instructional coaching cycles; participating in weekly CCLT meetings; completing the All Staff Survey for feedback; and complying with all IRC policies and protocols. Other duties may be assigned as needed.

Required Qualifications:
Candidates for the Classroom Culture Lead Teacher position should possess a Bachelor’s degree in Education or a related field, with a preference for those who are candidates for a Master’s degree. A minimum of 2 years of classroom teaching experience or experience working with youth is strongly desired. Experience teaching English Language Learners or multilingual learners is also highly valued. Familiarity with curriculum creation and teaching in New York City public schools is strongly desired. Certification or experience with Responsive Classrooms or Classroom Mindfulness is preferred. Strong relationship-building and classroom management skills are essential, along with proficiency in teaching social-emotional learning. Experience working with refugee and/or immigrant populations is strongly desired. Candidates should demonstrate the ability to work independently and as part of a team, with a highly organized, dependable, responsive, and collaborative work style. Proficiency in a second language relevant to the student population is highly desirable, including languages such as Arabic, Dari, Farsi, French, Fulani, Haitian Creole, Russian, Spanish, or Ukrainian. Strength in cultural humility-building is also important for this role.

Educational Background:
The educational background required for the Classroom Culture Lead Teacher position includes a Bachelor’s degree in Education or a related field, with a preference for candidates who are pursuing or have completed a Master’s degree. This educational foundation is essential for understanding pedagogical principles and effectively engaging with diverse student populations.

Experience:
The position requires at least 2 years of classroom teaching experience or experience working with youth. Candidates with experience teaching English Language Learners or multilingual learners will be given preference. Familiarity with curriculum development and teaching in New York City public schools is also strongly desired, as it indicates an understanding of the local educational landscape and the specific challenges faced by students in this environment.

Languages:
Proficiency in a second language relevant to the student population is highly desirable. Languages that are considered beneficial include Arabic, Dari, Farsi, French, Fulani, Haitian Creole, Russian, Spanish, and Ukrainian. While proficiency in these languages is not mandatory, it is seen as a significant asset that can enhance communication with students and families from diverse backgrounds.

Additional Notes:
The Classroom Culture Lead Teacher position is based in New York City, and all applicants must be willing to relocate to the area for the duration of the Academy. The position is represented by the OPEIU union and is subject to the terms and conditions of a collective bargaining agreement. Compensation for this role is set at a pay range of $27.50 per hour, with the understanding that this range applies to US-based candidates. The pay range is influenced by various factors, including the labor market, job type, internal equity, and budget considerations. Exact offers will be calibrated based on work location, individual candidate experience, and skills relative to the defined job requirements. The IRC is committed to equal opportunity employment and considers all applicants based on merit without regard to race, sex, color, national origin, religion, sexual orientation, age, marital status, veteran status, disability, or any other characteristic protected by applicable law. Additionally, all International Rescue Committee workers must adhere to the core values and principles outlined in the IRC Way - Standards for Professional Conduct, which emphasize integrity, service, equality, and accountability. The organization is dedicated to creating a safe environment for all individuals and takes necessary actions to prevent and address any harm that may occur.