The Ascend Learning college-preparatory school design couples the SABIS educational system with the No Excuses school culture to fuel K-12 charter schools that close the achievement gap and place every student on the path to college.
Ascend’s mission is to develop a scalable solution to the underachievement of economically disadvantaged children—a network of urban, college-preparatory, K-12 charter schools, operating with widely available human and financial resources, and posting achievement levels equal or superior to suburban schools educating students from middle-class families.
The mission of our schools is to equip every student with the knowledge, confidence, and character to succeed in college and beyond. Our students will, from the earliest grades, steadily build a strong foundation of learning habits, critical thinking skills, and knowledge; excel academically in the middle and high schools; and graduate as confident young adults, prepared to succeed as college students, citizens, and leaders in their chosen fields.
For more information about our schools and the Ascend Learning design, please visit our website at
. A video describing Ascend’s implementation of the SABIS educational system is also available for viewing at
At Ascend, talented teachers—deeply committed to changing the lives of their students—fuel exceptional academic outcomes. The collaborative team teacher (CTT), certified in special education, shall be responsible for the academic education of his or her classroom, working in partnership with a general education teacher. S/he shall co-teach the class and share equal responsibility for scholars’ academic outcomes. The CTT shall be responsible for ensuring that all students with IEPs received the proper modifications and accommodations throughout the entire academic day. In cases where scholars’ environments or personal circumstances threaten their achievement, the teacher shall strive relentlessly to change the trajectory of those lives and to close the achievement gap.
The collaborative team teacher is responsible for:
. The teacher plans and delivers vibrant, engaging, and creative lessons. This is not a scripted program. The teacher shall develop a measureable goal for each lesson, “the point” and will use the teach-practice-check model of instruction to ensure mastery. The teacher will use the school’s periodic, end-of-term, and end-of-year assessments to ensure that students over time maintain mastery of the content taught.
Culture and Classroom Management
. The teacher reinforces and maintains the school’s culture of high academic and behavioral expectations by making use of the behavior systems and cultural tools of Ascend Learning; applies school and classroom rules consistently and effectively; makes use of preventive discipline; communicates expectations to students clearly; and supervises students within the school setting and school grounds.
Teamwork and Professional Relations
. The teacher ensures accurate and timely reporting to the dean of instruction, including information on students’ performance and challenges and recommendations for action; participates actively in grade-level meetings and school-planned professional development, and engages in a school-wide practice of continuous self-improvement and a relentless drive for
improvement of school practices; maintains respectful and positive relations with colleagues, administrators, and staff; inspires trust and respect; maintains a positive attitude at all times; adheres to school policies and practices; meets attendance and punctuality guidelines, and demonstrates a total commitment to the organization and to excellence.
. The teacher accepts ultimate responsibility for the academic progress of his or her students, actively develops solutions to problems, meets commitments, requires minimal supervision and direction, and communicates effectively and regularly with the dean of instruction and the dean of students.
Special Needs Students
. The teacher is passionate about supporting scholars who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program. The CTT holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program. Specifically, the CTT:
- Ensures that all scholars receive the educational services that they need to succeed
- Works collaboratively with the general education co-teacher, including co-planning, co-teaching, and co-reflection
- Works with the parents, students, and the local CSE to create and revise IEPs when appropriate
- Participates in pre-referral and student support team meetings
- Conducts academic testing as part of the evaluation process
- Delivers one-on-one, small-group, and whole-class instruction as appropriate
- Maintains student records regarding special education issues and helps prepare reports for regulatory agencies
- Ensures compliance with all city, state, and federal special education law and regulations
- Contributes to the design of curricular materials
- Helps to create a culture of order, structure, humanity, and academic rigor in the classroom and the school as a whole
Staff and Reporting Relationships
The teacher reports to the school director. He or she also accepts direction from, and works closely with, the dean of instruction.
Candidates must have:
- Full-time classroom experience and a demonstrated track record of propelling students’ academic growth and mastery
- A bachelor’s degree and special education certification
Applicants with out-of-state special education certification will be considered, but if hired s/he must complete the reciprocity process before the start of the school year.
All classroom instruction is in English. However, at Bushwick Ascend Charter School, some parents speak only Spanish; therefore, for applicants who wish to teach in Bushwick, preference will be given to teachers who speak Spanish.
The CTT must:
- Demonstrate an unwavering belief that all students can achieve at high levels and that scholars with disabilities are as capable of greatness as general education scholars
- Manifest a total commitment to do whatever it takes to prepare all of the school’s students for college
- Demonstrate a record of producing dramatic student achievement gains as a teacher in a tightly disciplined setting
- Be passionate about urban education and closing the achievement gap
- Be committed to education standards, statewide testing, and accountability
- Believe in a structured, predictable environment for children, and a No Excuses classroom
- Be willing to be the authority in the classroom and to set the rules
- Be prepared to invest in building relationships with students
- Value being effective over being creative
- Have a “can do” attitude and be a team player, relentless in the pursuit of the school’s academic objectives; be hard-working and willing to take feedback and engage in a process of self-improvement
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