Prospective Educators

Vanguard High School is a community of learners committed to becoming literate, articulate, analytical,
reflective and empathetic citizens. Respect for self and others is the motivating force toward developing
socially productive, useful and responsible members of society.

Our School
Vanguard is a small high school in New York City. Our commitment to the Coalition of Essential Schools’ Twelve Principles and the New York State Performance Based Standards Consortium drives our educational philosophy. This enables us to create a school that has high expectations, shared accountability, is student-centered, and uses performance-based instruction and assessment to measure what our students learn.

Vanguard students fulfill graduation requirements by demonstrating their knowledge through the completion of five Academic Portfolios and presentations to graduation committees, as well as achieving success on the requisite Regents Exams. In addition, graduates must complete four years of full academic and elective courses of student work.

Expectations of All Staff Members
Desired candidates should have experience with and / or willingness regarding the following areas:

  • Teaching and knowledge of subject area.
  • Actively collaborating with team to plan and implement curriculum decisions; otherwise collaborating with staff.
  • Implementing written, oral, and visual performance-based assessment and project-based curriculum.
  • Serving as a supportive Advisor to a group of students.
  • Regularly communicating with parents and students around issues concerning students’ academic development and emotional well-being.
  • Coordinating extracurricular clubs, after-school study groups, and other professional and administrative responsibilities; including participating in weekly after-school meetings, school retreats and tutoring.
  • Possession of effective communication skills including ability to express ideas, share information and to reflect on teaching practices.
  • Implementing active learning techniques and supporting all students, including special education and English language learners, in heterogeneous classrooms.
  • Attending professional development opportunities both in-house and within the larger educational community.
  • Implementing lessons with a block schedule format.

Expectations of Reading/Writing Workshop Teacher:
Desired candidates should have experience with and/or willingness regarding the following areas:

• Use of balanced literacy principles and practices in a workshop model with a heterogeneous group of students.
• Ongoing use of literacy assessment tools to drive instruction and monitor student reading and writing progress.
• Teaching for understanding and depth using constructivist learning, rather than “coverage” of topics.
• Designing, implementing, and evaluating exhibitions and projects using rubrics.
• Participation in professional development, such as peer observation, teacher portfolios, literacy development workshops, etc…
• Creation of interdisciplinary connections with other content areas, particularly Humanities.
(preferred) Experience with preparing students for the Common Core ELA Regents exam

Expectations of Special Education Teacher:

Desired candidates should have experience with and/or willingness regarding the following areas:

• Teaching as a co-teacher in our CTT program, partnering with colleagues in various disciplines, with minimal rotation to assure in-depth collaboration and consistency for
kids. Responsibilities include differentiation of existing curriculum, instruction and assessments.
• Participating and leading professional development for the whole staff, vertical department teams and grade teams.
• Working with administrators and the programming team to ensure thoughtful placements of special education students within our classes and programs.
• Writing and revising IEPs, entering data into SESIS and coordinating/conducting annual and triennial reviews.