Middle School Music Teacher (School Year 2024-25)

at  KIPP Baltimore

ABOUT KIPP BALTIMORE

KIPP is a non-profit network of college-preparatory, public charter schools serving elementary, middle and high school students. Our schools are part of the free public school system and enrollment is open to all students in Baltimore City. KIPP Baltimore was founded in 2002 with the opening of KIPP Ujima Village Academy middle school. In 2009, KIPP Harmony Academy was launched, and they now collectively serve more than 1,500 kindergarten through eighth grade students each day. Both schools are operated by KIPP Baltimore, whose mission is together, with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world.
In addition to the high-quality academic opportunities that students receive while attending KIPP Harmony Academy and KIPP Ujima Village Academy, KIPP Baltimore also makes a long-term investment in our students both while they are at KIPP schools and beyond through the KIPP Forward program. KIPP Foward supports and guides students to gain admission to college-preparatory high schools and helps them succeed and stay on the path to and through college and careers. Today, our KIPP Forward program serves more than 1,100 KIPP alumni. More than 90 percent of our alumni have graduated from high school within four years and 70 percent have matriculated to college.
KIPP Baltimore is part of the national Knowledge is Power Program (KIPP), a network of free, open-enrollment, college-preparatory public schools in educationally underserved communities throughout the United States. KIPP is a network of more than 200 college- preparatory schools serving nearly 100,000 students.
Job Description

POSITION OVERVIEW

Teachers will plan, implement, and reflect upon all aspects of instruction, social-emotional development, and physical development in the assigned areas in order to realize the mission of KIPP Harmony and KIPP Ujima Village Academy. The Teacher will report to the Principal, collaborate with the grade level team, and work closely with the grade level interventionist.

QUALIFICATIONS

• Possession of a valid teaching certificate from the Maryland State Department of Education and/or a teaching certificate from another state with proof of reciprocity
• A minimum of a Bachelor’s degree from an accredited institution of higher learning
• Experience working with students from underserved communities for 2 or more years (preferred)
• Ability to influence and motivate others
• Ability to persist in the face of challenges
• A deep commitment to, passion for, working with children and families
• Strong organizational skills as evidenced by planning ahead, meeting deadlines, and multi-tasking
• Strong critical thinking skills as evidenced by the ability to link cause and effect, slice data, and generate relevant solutions
• A desire to learn and grown as a professional teacher and leader
  Additional Information
  Compensation and Benefits: Compensation for this position is defined by Baltimore City Schools Office of Human Capital, and is based upon the highest degree obtained, and years of experience (up to 10 years). Baltimore City offers a comprehensive benefits package. More information can be found here: http://www.baltimorecityschools.org/Page/24356
  Start Date: July 1, 2024. All hired candidates must complete the BCPS background process and attend orientation.
  Statement of Non-Discrimination: KIPP Baltimore is committed to the ideal of diversity in its student body and in its faculty and staff. KIPP Baltimore does not discriminate on the basis of race, color, gender, disability, age, religion, sexual orientation, nationality, or ethnicity. We are strongly committed to hiring a diverse and multicultural staff and encourage applications from traditionally under-represented backgrounds

• Hold high expectations for each student and work relentlessly to foster student achievement
• Set goals for a class and individual students and use ongoing formal and informal assessments to track progress towards goals
• Design assessments and use data daily and weekly to inform instruction and professional growth
• Apply a strong knowledge of early childhood literacy, as well as other content areas to classroom instruction
• Demonstrate knowledge of grade level standards, benchmarks, and curriculum
• Create long term plans, unit plans, and daily lessons that ensure mastery of standards and demonstrate proficiency in backwards design
• Plan daily lessons that promote critical thinking and inquiry and utilize instructional strategies that meet the needs of a diverse group of students
• Differentiate instruction effectively to meet the individual needs of all students
• Build strong relationships and a positive rapport with students, families, and colleagues
• Value and draw upon students experiences and backgrounds
• Implement school wide student management and culture policies and procedures within classroom and on campus
• Establish and maintain a strong classroom culture that teaches students discipline and responsibility
• Create and foster an encouraging learning environment that promotes self-efficacy