Elementary General Education Teacher

General Education Elementary Teacher -  (Queens) Mission Statement

The Growing Up Green Charter School (GUGCS) supports children to be conscious, contributing members of their community through a rigorous, anti‑racist, anti‑bias, curriculum and engaging green culture. Graduates of GUGCS will be prepared to attend high‑performing schools where their interdisciplinary academic foundation, knowledge of sustainability, and strong sense of self sets them apart as leaders and social justice advocates of the future.

School Culture: GUGCS teaches students our school culture through our core values:
Social Justice, Collaboration, Courage, and Kindness. Students are taught the core values through assemblies, class meetings, and various lessons.

• Use the Responsive Classroom model for community‑building and behavior management strategies such as Morning Meeting, Quiet Time & Closing Circle.
• Differentiate instruction to meet the needs of all learners.
• Adhere to subject‑specific grade‑wide pacing calendars.
• Maintain organized records of anecdotal notes and assessments.
• Use data collected on assessments to modify unit plans, inform groupings, and to support student referrals.
• Participate in grade team and curricular planning meetings.
• Create and maintain an engaging and organized physical classroom environment, making learning accessible to all students.
• Establish and maintain ongoing positive relationships with families.
• Actively participate in the school community through bi‑weekly staff meetings, PD opportunities, staff committees, school events, etc.
• Work with an instructional coach on specific goals throughout the year.
• Respond productively to ongoing, year‑round professional feedback.
• Work closely with the Special Education department (learning specialists, interventionists, service providers) to best support student learning.
• Use weekly lesson plans to help drive instruction in a clear manner.
• Demonstrate commitment to working with diverse populations of families and students, including those at risk.

• Implement GUGCS curricular programs as determined by our Curriculum Coaches in ELA, Math Explore & Discover time (social studies).
• Implement GUGCS curricular programs as well as units written in‑house.
• Collaborate with grade team and coordinators to write rich, integrated units of study.
• Adhere to grade‑level pacing calendars.
• Participate in grade‑level team and curricular planning meetings.
• Use daily or weekly lesson plans to help drive instruction.
• Differentiate instruction in meaningful ways to support student learning.
• Work closely with the Special Education department (learning specialists, interventionists, service providers).
• Collaborate with the Special Education and Counseling department to help meet the needs of all students.
• Understand and implement interventions recommended for students as outlined by an IEP, support services, or the counseling department.

• Maintain organized records of anecdotal notes and assessments.
• Administer formal and informal assessments throughout the school year (examples: Fountas & Pinnell running records, conferencing, end‑of‑unit rubrics, student portfolios, etc.).
• Use assessment data to modify unit plans, inform groupings, and support student referrals.
• Use assessment data to differentiate instruction to meet the needs of all learners.
• Share data systems with classroom teachers as necessary.

• Establish and maintain ongoing positive relationships with families.
• As necessary communicate social, emotional, and academic success and concerns with families.
• Encourage our “open door” classroom design, inviting families to regularly be a part of classroom activities.

• Actively help establish and participate in the school community through weekly staff meetings, PD opportunities, staff committees, school events, etc.
• Fulfill duties, responsibilities, and commitments as outlined in the GUGCS faculty handbook.
• Work with an instructional coach on specific goals throughout the year.
• Respond productively to ongoing, year‑round professional feedback.
• Assume any…