Alt Program- Founding STEM Teacher

Urban Assembly Charter School for Computer Science•New York City, NY

1d•$80,000 - $120,000

About The Position

Comp Sci High Alternative (CSH_ALT) is a new charter alternative high school program in the South Bronx, enrolling its founding cohort of 35 students, and launching in August 2026. We are designed for students who are over-age, under-credited, or returning after disrupted schooling and need a different path to success and to graduation. CSH_ALT exists because Comp Sci Highs mission is to give every South Bronx student a path to economic freedom, and traditional high school models do not work for all students in the South Bronx. When students struggle in school, get involved with juvenile justice, or lack stable housing, we see this as a systems failure, not a student failure. That is why we are launching a new alternative program as a small school within a school. CSH_ALT is small by design, relationship-driven, and focused on helping students earn a real diploma and transferable skills that support employment, training programs, and long-term economic stability by the age of 25. As a founding team member, you are expected to be prepared for this realityready to do the work, navigate challenges, and contribute to building something real, authentic, and meaningful. This role is for educators who want to help design a school model grounded in strong instruction, clear systems, and deep relationships, rather than step into a fully formed program. We blend in-person instruction, technology-supported coursework, and career-connected learning to create a structured yet flexible environment where students are known, supported, and held to high expectations. As a founding team member, you will help shape the culture, systems, and instructional model of a brand-new school built on dignity, relevance, and second chances. Vision for the Founding STEM Teacher- CSH_ALT Role: This is different. By design. STEM at CSH ALT is experimental, alive, and hybrid. This is not a comfortable or predictable classroom. It is demanding. It requires constant adjustment, strong content knowledge across Math and Science disciplines, and the stamina to respond to students who enter with real academic gaps. Our hybrid structure pairs Edmentum, an online Regents-aligned platform, with live, strategy-driven instruction. The platform provides pacing, standards alignment, and real-time data. The STEM teacher is expected to act on that data immediately. That means: Pulling small groups for targeted reteaching Running skill-based math workshops Conducting lab-based science interventions Conferencing one-on-one to close conceptual gaps Redesigning problems when students are stuck Adjusting instruction in real time The room moves because the teacher moves. Nothing is static. This curriculum is in developmentwere building something new. The STEM teacher is a co-designer and builder, shaping what a true hybrid STEM course can look like for disconnected youth in the Bronx. That means constantly refining units, analyzing results, adjusting supports, and trying again when something does not work. Success is not abstract. It looks like students who came in behind making measurable gains. It looks like numeracy gaps closing because interventions were intentional. It looks like Regents pass rates in Algebra I, Living Environment, and other required STEM exams increasing because the hybrid instruction was executed with precision. It looks like a classroom that runs on structure, clarity, and high expectations. It also looks like students understanding how math applies in real life. At CSH ALT, math is not taught in isolation. Students should leave understanding how algebra connects to budgeting, trades, construction measurements, entrepreneurship, interest rates, data analysis, healthcare, and workforce pathways. The STEM teacher is expected to integrate real-world, career-connected applications into instruction so students can see the relevance of what they are learning beyond the Regents exam. This work is challenging. Many students enter with IEPs, 504 plans, and significant numeracy and foundational skill gaps. The STEM teacher must maintain rigor while personalizing access and cannot lower standards because the work is hard. The expectation is growth and mastery. This role requires knowledge of Algebra I, Geometry, Algebra II, Living Environment, Earth Science, and foundational science content, and the ability to move across them without hesitation. Hybrid done well is not easier. It is harder. It demands preparation, adaptability, and intellectual range. If you are looking for simple or scripted, this is not it. If you are ready for serious work, this is the opportunity.

Requirements

Demonstrate strong working knowledge of New York State Regents requirements across STEM courses, including Algebra I, Geometry, Algebra II, Living Environment, and related science content areas
This role requires knowledge of Algebra I, Geometry, Algebra II, Living Environment, Earth Science, and foundational science content, and the ability to move across them without hesitation.

Responsibilities

Pulling small groups for targeted reteaching
Running skill-based math workshops
Conducting lab-based science interventions
Conferencing one-on-one to close conceptual gaps
Redesigning problems when students are stuck
Adjusting instruction in real time
Constantly refining units, analyzing results, adjusting supports, and trying again when something does not work
Integrate real-world, career-connected applications into instruction so students can see the relevance of what they are learning beyond the Regents exam
Design and deliver Regents-aligned curriculum that builds conceptual understanding, procedural fluency, and scientific reasoning
Teach STEM courses to students across multiple credit levels and readiness levels in a transfer school setting (this role is not grade-specific)
Facilitate daily, structured problem-solving and inquiry aligned to lesson objectives and Regents skills
Use instructional time strategically and leverage additional Regents preparation opportunities (e.g., Mock Exams, targeted skill practice, and Saturday prep) to ensure that 95%+ of students are on track to pass required STEM Regents exams
Support students in developing Regents-aligned mathematical reasoning and scientific literacy
Monitor student progress toward credit completion and Regents exams using formative and summative data
Serve as an advisor to a small group of students, maintaining regular communication with families
Collaborate with colleagues, counselors, and school leadership to support student engagement, attendance, and academic progress
Maintain clear routines, consistent expectations, and reliable follow-through
Conduct proactive outreach and follow-up with students and families as needed to support persistence and completion