Geelong, Australia
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 utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth—as pedagogical experts, intellectual seekers, and community leaders.
Watch the video below to learn more about TEP's investment in teachers.
About the Role (Responsibilities)
As one of the three pillars of our program (Academics, Arts, and Athletics), TEP is deeply committed to building a positive and inclusive classroom environment that fosters a genuine love of social studies education and a community of passionate, engaged learners.
TEP Social Studies Teachers utilize innovative teaching strategies to make the study of history come alive for our students, incorporating technology and real-world applications to enhance their learning experiences. TEP Social Studies Teachers use their commitment to education to guide our students to be detectives of history. What clues have Native Americans, Egyptian Kings, or African American freedom fighters left behind to help us figure out the most reliable story of what happened? Using your genuine passion for Social Studies education, you will facilitate students learning that history is not made up of just dates to memorize. Social Studies is something to be interpreted and evaluated based on the changing historical evidence we discover today.
As a Middle School Social Studies Teacher at TEP, you will play a pivotal role in shaping the educational journey of our students by teaching all students on your grade level one 45-minute block of social studies every day. Each TEP middle school teacher teaches one subject to one grade level in any given year, but may switch grade levels and/or subjects from one school 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 instill 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)
Looking to have a significant impact while gaining lead teaching experience within a community of expert educators? Explore our TEP Teaching Fellow opportunity!
Why TEP (Benefits)
At TEP, growth isn't just for our students—continued growth is also a central priority for our teachers. That's why we're redefining the teacher experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations.
If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP's Senior Leaders. Learn more about the teacher application process and what it's like to teach at TEP.
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:
The requirements for the Instructional Video and the Submission of Teaching and Learning components are specified in detail below.
INSTRUCTIONAL VIDEO: Please submit an unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable.
If you do not have a video with students in the classroom you may still submit a video of yourself teaching. Get creative! You may include a video of you teaching (a) a lesson with/for no students, (b) a lesson of you teaching family members, (c) or a lesson for students virtually. We’re excited to see your creativity.
The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.
SUBMISSION OF TEACHING AND LEARNING: Submit one of the following three options:
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 analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.
Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized 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 summarize 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. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.
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. There is no minimum or maximum length for the narrative.
Open roles at EQUITY PROJECT CHARTER SCHOOL (THE)