Middle School Social Studies Teacher 2026-2027

Family Life Academy Charter Schools•New York, NY

1d•Onsite

About The Position

Family Life Academy Charter School (FLACS) is a network of high-performing charter schools in the South Bronx, guided by a mission to empower K-12 students for academic excellence, self-responsibility, and human values. FLACS seeks dynamic educators who value collaboration, believe in academic excellence for all students, see young people as leaders for positive change, and desire professional development. Under the supervision of the School Principal, the Social Studies Teacher engages students in learning focused on conceptual understanding, fostering student inquiry, and supporting students in analyzing sources and using evidence to make analytical arguments. Using a shared FLACS Network social studies curriculum aligned with the NYS K-12 Social Studies Framework and the NYS Next Generation Learning Standards for Literacy in History/Social Studies, Science and Technical Subjects, the Social Studies Teacher will design daily lesson plans that are responsive to diverse learning needs of all students including general education, students with disabilities and English Language Learners, and hold all students to high academic expectations. The Social Studies Teacher is primarily responsible for teaching one grade level (6-8), but may be required to teach additional preparations (i.e., an advisory course, elective course, or remedial support workshop).

Requirements

Bachelor's degree is required
New York State Teaching Certification in Social Studies (grades 5-9), Social Studies (grades 7-12), or Childhood Education (grades 1-6)
NYS Department of Education fingerprint clearance and criminal background checks

Nice To Haves

A Master’s degree is preferred
Prior satisfactory teaching experience, especially in an urban school, is preferred
Dual certification in English to Speakers of Other Languages (ESOL) or Students with Disabilities is a plus

Responsibilities

Creates academically rigorous, standards-based, culturally relevant lesson plans that foster critical thinking and problem-solving and prepare students for high school level coursework.
Utilizes student-centered instructional strategies to engage students and differentiate teaching based on the diverse, individual needs of students including those with disabilities and ELLs.
Implements units using common network curriculum resources, maps, frameworks, pacing documents and instructional philosophies to ensure alignment across our schools from kindergarten through high school graduation.
Integrates literacy skills across their curriculum area, includes explicit vocabulary development and prepares students to read, write, speak and listen within this discipline.
Coplans and co-teaches with Special Education teachers and English as a New Language teachers, either as part of an ICT model or to support students through differentiation of materials.
Analyzes data from ongoing formative and summative assessments to refine instructional practices and impact student achievement.
Maintains strong classroom management and implements school wide policies and procedures to ensure a safe, caring and orderly school environment.
Establishes a classroom culture of caring, respect and rapport which holds all students to high academic standards, promotes inclusion, fosters a love of learning, and builds positive relationships.
Grades student work and provides students with actionable feedback, and returns work and enters these grades into online systems shared with students and families promptly.
Seeks to actively know students’ strengths and challenge areas and communicates these effectively with families using online portals, report cards and other means.
Participates in professional development, professional learning communities, grade-level activities and school wide functions.
Shares best practices with colleagues by participating in professional learning communities, grade-level or content teams, and cross-school groups.
Upholds the FLACS mission, core beliefs, and educational philosophy.
Is a lifelong learner who reflects on their practice, is receptive to critical feedback from leaders and colleagues, and strives to improve instructional effectiveness.
Has high expectations for students and for themselves as an educator.
Demonstrates self-motivation and willingness to be a team player.