2025-26 Middle School Teacher Integrated Co-Teaching Science Sustainability

Instructional Staff for theSchool Year

Start Date: New Teacher Orientation starts midAugust

Who We Are

Brooklyn Urban Garden Charter School (BUGS) is a small independent progressive Middle School in South Slope/Windsor Terrace serving approximately 300 students of all abilities and backgrounds from across Brooklyn.

BUGS is at the forefront of sustainability education diversebydesign and communitybased schools movements. We feature a handson interdisciplinary education with a focus on realworld problemsolving and exploration of environmental social and economic sustainability. Our Middle School students (grades 6 to 8 are prepared for success in high school and to become critical thinkers lifelong learners and thoughtful designers of a more socially just and sustainable world.

We are excited to welcome talented educators who are inspired by our mission and inclusion model passionate about serving middle school aged adolescents and eager to join a dynamic professional learning community. If our mission aligns with yours we hope you will submit your materials for consideration for theschool year.

At BUGS we value and respect teachers as educators professionals and individuals. As a growing faculty and community we offer many opportunities for innovation professional growth and teacher leadership. We feature a strong supportive community of learners an active parentteacher organization and a positive student and staff culture. Educators are supported in using projectbased methodology and designing ongoing fieldwork to enrich the units of study.

Our Social Sustainability Vision Statement

At BUGS we actively strive to repair the detrimental effects of racism discrimination and systems of oppression that affect our students families staff community and larger society. We do this work personally and collectively through inhouse professional development with our Inclusion and Culture Departments and in partnership with outside organizations.

We acknowledge that racism discrimination and systems of oppression exist and we are each a part of them and are affected by them consciously and unconsciously. Diversity Equity and Inclusion are important interdependent components of everyday life and are critical to the successful pursuit of our school vision and mission.

Our Key Design Elements

InquiryBased Study of the Science of Sustainability BUGS will be a middle school focused on the science of sustainability which incorporates the natural sciences math economics history social sciences and the humanities to examine the intersection of human and ecological systems.

Extended Time for Learning Longer blocks of class time a longer school day and a longer school year will provide additional time to: maximize learning opportunities; implement innovative crossdisciplinary approaches to curriculum instruction and assessment; and provide rigorous supports for ELLs special education and struggling students.

A Positive and Inclusive School Climate BUGS will create a safe welcoming and respectful school climate that supports equity and access for all learners. Through its advisory program schoolwide discipline program positive behavior supports and researchbased interventions BUGS will foster a collegebound careerready student body that respects and values the diversity of others in their community and around the world.

A Professional Learning Community A learningfocused collaborative culture will be based on trust shared instructional leadership and mutual accountability. Daily common planning time and ongoing professional development will enhance teachers collective focus on student learning.

Authentic Assessments and Individualization Instruction is driven by ongoing authentic assessment and analysis of academic and behavioral data which will support students individual needs and is facilitated by trained and supported teachers.

Use of Technology Computerbased instruction will allow for intensive targeted remediation in basic skills individualized learning and assessments and the development of 21st century skills in visual media and technological literacy.

Our Inclusion Model

At BUGS we believe that all students are capable of succeeding when consistently given the appropriate support. This along with our sustainability integration is core to our academic program. At BUGS we use various coteaching models to meet students and lessons needs. We support an inclusion model that focuses on Universal Design for Learning (UDL) which supports differentiated instruction and Specially Designed Instruction. We believe families are equal partners in this work and must have consistent communication.

Within Our Inclusion Model BUGS coteachers are expected to

Share the Workload. While one teacher is usually a certified special education teacher both BUGS teachers are expected to serve all students fully.

Utilize a variety of strategies at all times to reach all students. These include providing differentiated instruction modifications and accommodations in the form of small groups graphic organizers leveled texts strong vocabulary support adapted or leveled texts multiple access points/opportunities to content and more. This is rooted in a UDL approach that supports all learners.

Leverage Coteaching. Teachers should review units/lessons and determine which coteaching models are best suited for each lesson. It is expected that the parallel station alternative and team teaching models be prioritized during lesson planning.

Conduct Routine Progress Monitoring. Teachers coteaching teams grade teams and departments must routinely analyze data to support instructional decisions.

Know which students have mandated support. Teachers are expected to know the specific needs of students with IEPs 504s and ELL designations supported by the Director of Inclusion and Assessment and plan to meet the needs throughout the school day.

BUGS team members are reflective openminded innovativeindustrious selfstarters who:

• regularly assess students and use data to inform instruction
• create and are excited to design coursework in the context of an interdisciplinary sustainabilityfocused handson learning and realworld problem solving curriculum
• commit to schoolwide behavior systems that consider adolescent development and promote holistic socioemotional responses through restorative justice and collaborative problem solving in collaboration with our Office of Student Affairs
• communicate and collaborate regularly with families colleagues and students
• exemplify the BUGS Mission Vision and C.A.R.E.S. Values
• actively develop their professional practice
  
• research and implement culturally responsive classroom practices by participating in a Professional Learning Community throughout the school year to identify best practices that would be embedded into the classrooms and curricula
• know understand and apply the three pillars of sustainability that are at the foundation of all of their work at BUGS
• plan thoughtfully to connect Educating for Sustainability standards our C.A.R.E.S. values and Project Based Learning into their daily planning and of lessons exploring different ways to make content accessible and relevant to students
  
• are passionate about environmental justice and stewardship

Were looking for teachers who

• possess a commitment to collaboration coteaching educating for sustainability and ongoing professional growth
• have experience teaching within an ICT setting utilizing a variety of coteaching models
• can show evidence of differentiation in their lesson plans
• utilize and/or are familiar with Standards Based Grading and Reporting
• desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds
• have experience working with middle school/young adolescents
• have a passion for their subject area
• have a valid New York State Teaching Certification or valid New York State Students With Disabilities Certification
• have three years of teaching experience; highly preferred
• have a Bachelors degree required; Masters degree preferred
  

Essential Dates and Times

• Teacher Work hours: Monday Friday 7:55 a.m. 4:00 p.m.
  
• Teacher Work Calendar: MidAugust (staff orientation) through the end of June (last day of school); dates will vary depending on the needs of the school and the academic calendar
• Monthly Field Studies 3rd or 4th Friday of the month)
• At Least Five Evenings throughout the year as needed:
  • September Curriculum Night (September)
  • Family & Teacher Conferences (November)
  • Studentled Subject Area Conferences (March)
    
  • Other BUGS sponsored events and conferences if/as needed

BUGS is an Equal Opportunity Employer and is committed to building a culturally diverse faculty and staff. BUGS strongly encourages applications from minority candidates.

BUGS annual teaching salary is competitive with the New York City DOE salary matrix. For information about salary ranges at BUGS for the 202425 school year please see our BUGS STAFF Compensation Overview 202425 SY. Our 202526 SY Compensation Overview will be available in early spring of 2025. Please check back for this updated information.

Applications are reviewed on a rolling basis. Our interview process for the 202526 school year will begin in March 2025.

We look forward to learning more about you!