Brooklyn Friends School (BFS) seeks a passionate, experienced educator to teach computer science Teacher in the Upper School, with the possibility of serving also as Educational Technology Integrator. The Upper School computer science teacher will help to the division ensure that all BFS students graduate as self-reliant, resourceful learners well-equipped to succeed in a vigorous college academic environment. To achieve this, the upper school computer science teacher will work in collaboration with the Head of Upper School, department members, all departments, the Middle School, as well as the Upper School Administrative Team to facilitate teaching and learning in computer science. In the Upper School, we see the field of computer science as a tremendous opportunity to radically rethink the role of the teacher and implement innovative pedagogies, seek opportunities for creative, mutually beneficial partnerships between the school and the public, and allow students to learn how to think, question, design, and create to help advocate equity and inclusion within the school community and for the larger public outside the school. Guided by our mission and Upper School Guiding Principles, BFS provides an inclusive learning environment in which a vigorous grades 9-10 academic program and grades 11-12 International Baccalaureate Diploma program cultivate compassion, intellectual curiosity and inquiry, and confident changemakers.
This position reports to the Head of Upper School.
Works in partnership and close collaboration with the Head of Upper School and all departments to facilitate the needs and direction of computer science in the division, including, but not limited to, evidence-based or practice-based coaching.
Leverages the multitude of online resources available to utilize a blended approach to teaching CS.
Embraces an interdisciplinary, project-based approach in which students learn CS by building projects based on their interests and that helps students to see how CS relates to existing subject areas and opens up possibilities for students to have more meaningful and relevant learning experiences that are connected to the real world.
Practices shared leadership in the classroom with students and in the division with colleagues.
Keeps abreast of, shares, and applies current research on teaching, learning, and the subject of focus.
Teaches for understanding using multiple modalities.
Helps to facilitate intra-divisional and cross-divisional exchanges to plan vertically across grades 9-12 and grades Preschool-12.
Examines and uses student learner profiles, in particular those for students with learning challenges, and teaches with an understanding of how to differentiate, accommodate, and modify in ways that benefit all students.
Understands how to actively participate in Professional Learning Communities engaged in the core of professional learning, i.e., in the learn, practice, and reflect principles.
Demonstrates attention to detail while keeping an eye on discipline-based and whole-division vision.
Shares responsibility for any and all reporting or clerical duties related to the subject area.
To apply, please provide the following:
Cover letter addressed to Lisa Arrastia, Head of Upper School. The letter should describe your interest and experience.
Bachelor of Arts in subject or other area required.
Master of Arts in subject or other field preferred.
Professional dedication to progressive education, the division, and whole school. Strong commitment to social justice, anti-bias education, and Quaker values.
Understanding of the International Baccalaureate program.
Demonstrates strong written and verbal communication.
REQUIRED PERSONAL QUALITIES
Demonstrates . . .
Genuine ability and desire to work across difference (intellectually and socially).
A respect for the life of the child.
Joyful and has a respectful sense of humor.
Compassion, integrity, and open-mindedness in all interactions.
Collegiality, able to be approached, flexibility, and adaptability.
Interest in and willingness to use new and different educational approaches.
Consistently strong, respectful, and gracious interpersonal and communication skills.
Ability to partner and collaborate across professional statuses, i.e., with all staff, administrators, families, student body, local and national independent school community, and neighborhood community.