Job Opportunities

Teacher Openings

Note: Click on a job title to learn more about the position.

Position TitleJob NumberJob DescriptionPay Scale
High School ELA Teacher

Position: High School English Language Arts Teacher

               Work Year: 10-month employee 

               Reports To: High School Principal

 

MISSION

 

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

 

College Readiness

 

Leadership

 

Empowerment

 

Accountability

 

Resolve and Resiliency

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

 

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALCS believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

SUMMARY: The high school ELA teacher will work to develop students’ academic and interpersonal skills through the English Language Arts course of study. The course of study will be implemented in accordance with the school approved curriculum. The teacher will document teaching and student progress/activities/outcomes; address specific educational needs of students; provide a safe and optimal learning environment; and provide feedback to students, parents and administration regarding student progress, expectations and goals. In addition, the teacher will support the Advancement via Individual Determination (AVID) school wide initiatives as well as the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies within their teaching.   

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

  • Provide a variety of classroom techniques and methods. 

    • Promote high levels of achievement in relation to individual student abilities. 

    • Use techniques and methodologies appropriate to student abilities. 

    • Utilize current and relevant subject matter. 

 

  • Demonstrate knowledge of and abilities to use research-based principles of effective instruction. 

  • Organize instruction using learning objectives with clearly defined student outcomes. 

  • Employ teaching strategies congruent with planned student outcomes. 

  • Select teaching strategies emphasizing student involvement. 

  • Monitor student learning and pace instruction accordingly.

  • Develop and maintain an environment conducive to effective student learning. 

  • Develop written rules of classroom behavior and communicate those rules to all students. 

  • Enforce written rules for classroom behavior as well as school developed behavioral taxonomy. 

  • Communicate course goals and academic expectations to students. 

  • Provide for the health and safety of students in all instructional settings. 

  • Prepare effectively for class. 

  • Prepare daily lesson plans. 

  • Provide instruction predicated on course goals objectives, aligned with New York State adopted standards. 

  • Communicate appropriate grading standards to students. 

  • Assure that grading standards are explained and available to parents. 

  •  Develop and maintain positive interpersonal relationships. 

  • Model personal behaviors of honesty, fairness, courtesy, consideration, respect, and cultural awareness and responsibility. 

  • Maintain a cooperative relationship with administration, staff, students and parents. 

  • Share appropriate information with parents and with other staff members.

  • Provide documentation of students’ progress. 

  • Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members. 

  • Assign and check homework and provide feedback to students. 

  • Maintain appropriate records of student performance. 

  •  Build motivation and interest in learning. 

  • Exhibit personal interest and encourage student interest in the subject area.

  • Maintain a current awareness of literature/activities in the subject area. 

  • Maintain an ongoing personal program of professional growth and development.

  • Develop and implement annually an approved plan for professional growth and development. 

  • Identify and request to attend professional workshop activities intended to increase the teacher’s instructional effectiveness. 

  • Participate in school-sponsored in-service offerings appropriate to assignment. 

 

To perform this job successfully, the teacher must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations. 

  • Work effectively with and respond to people from diverse cultures or backgrounds.

  • Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting. 

  • Have regular and punctual attendance. 

 

EDUCATION AND TRAINING: 

  • BA/BS or higher degree (required) with a major in one or more of the following areas: English Language Arts, English, Literacy, Curriculum, Elementary Education, Secondary Education preferred

  • Master’s Degree preferred

  • NYS Teaching Certification preferred

 

 

 

 

 

Intervention Teacher

Position: Special Education/Intervention Teacher

Work Year: 10-month employee 

Reports To: High School Principal

MISSION

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

SUMMARY: The role of the Intervention Teacher is to provide students with direct instructional support using the Multi-Tiered System of Supports framework. The student intervention services require the use of school adopted resources within a structure informed by student achievement data. The Intervention Teacher is accountable for promoting standards-based literacy and numeracy instruction across the content areas using a multi-tiered approach and evidence-based interventions. 

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

  • Provide students with direct intervention support services 

  • Teach and coordinate Tier 2 & 3 intervention for target students 

  • Facilitate the management and interpretation of data necessary to develop, implement and evaluate Tier 1, 2 & 3 interventions 

  • Keep teachers, staff, and parents informed regarding the status of the MTSS services 

  • Provide non-evaluative classroom observation and feedback, modeling, and other supportive assistance necessary related to the implementation of the MTSS process 

  • Participate in Student Support Team meetings to assist in coordination of intervention services for students receiving intervention services 

  • Support and coordinate the integration of technology into the curriculum

Special Education Teacher

Special Education Teacher Position Description

Job Title: Special Education Teacher

Work Year: 10-month employee

Reports To: High School Principal

SUMMARY: Albany Leadership is immediately seeking a full-time Special Education Teacher to plan and implement evidence-based instruction in accordance with student IEPs and common core standards. Albany Leadership is looking for applicants who have experience working with students with emotional and behavioral challenges. Applicants should be energetic, flexible, passionate, and ready to work hands-on with all of the students. 

ESSENTIAL DUTIES AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

1. Demonstrate strong classroom management skills

2. Employ positive and therapeutic behavioral intervention strategies

3. Differentiate instruction to meet the needs of all students

4.Collect data to monitor student progress and drive instruction

5. Work as part of a collaborative, interdisciplinary team to develop IEPs

6. Participate in CSE meetings

7. Communicate effectively with family members

To perform this job successfully, the Special Education Teacher must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations. 

High School Biology/Living Environment Teacher

   Position: High School Biology/Living Environment Teacher

   Work Year: 10-month employee 

   Reports To: High School Principal

 

MISSION

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

College Readiness

Leadership

Empowerment

Accountability

Resolve and Resiliency

 

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALCS believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

SUMMARY: The high school Biology/Living Environment teacher will work to develop students’ academic and interpersonal skills through the Science course of study. The course of study will be implemented in accordance with the school approved curriculum. The teacher will document teaching and student progress/activities/outcomes; address specific educational needs of students; provide a safe and optimal learning environment; and provide feedback to students, parents and administration regarding student progress, expectations and goals. In addition, the teacher will support the Advancement via Individual Determination (AVID) school wide initiatives as well as the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies within their teaching.   

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. 

  • Provide a variety of classroom techniques and methods. 

    • Promote high levels of achievement in relation to individual student abilities. 

    • Use techniques and methodologies appropriate to student abilities. 

    • Utilize current and relevant subject matter. 

 

  • Demonstrate knowledge of and abilities to use research-based principles of effective instruction. 

  • Organize instruction using learning objectives with clearly defined student outcomes. 

  • Employ teaching strategies congruent with planned student outcomes. 

  • Select teaching strategies emphasizing student involvement. 

  • Monitor student learning and pace instruction accordingly.

 

  • Develop and maintain an environment conducive to effective student learning. 

  • Develop written rules of classroom behavior and communicate those rules to all students. 

  • Enforce written rules for classroom behavior as well as school developed behavioral taxonomy. 

  • Communicate course goals and academic expectations to students. 

  • Provide for the health and safety of students in all instructional settings. 

 

  • Prepare effectively for class. 

  • Prepare daily lesson plans. 

  • Provide instruction predicated on course goals objectives, aligned with New York State adopted standards. 

  • Communicate appropriate grading standards to students. 

  • Assure that grading standards are explained and available to parents. 

 

  •  Develop and maintain positive interpersonal relationships. 

  • Model personal behaviors of honesty, fairness, courtesy, consideration, respect, and cultural awareness and responsibility. 

  • Maintain a cooperative relationship with administration, staff, students and parents. 

  • Share appropriate information with parents and with other staff members.

 

  • Provide documentation of students’ progress. 

  • Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members. 

  • Assign and check homework and provide feedback to students. 

  • Maintain appropriate records of student performance. 

 

  •  Build motivation and interest in learning. 

  • Exhibit personal interest and encourage student interest in the subject area.

  • Maintain a current awareness of literature/activities in the subject area. 

 

  • Maintain an ongoing personal program of professional growth and development.

  • Develop and implement annually an approved plan for professional growth and development. 

  • Identify and request to attend professional workshop activities intended to increase the teacher’s instructional effectiveness. 

  • Participate in school-sponsored in-service offerings appropriate to assignment. 

 

To perform this job successfully, the teacher must perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations. 

  • Work effectively with and respond to people from diverse cultures or backgrounds.

  • Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting. 

  • Have regular and punctual attendance. 

 

EDUCATION AND TRAINING: 

  • BA/BS or higher degree (required) with a major in one or more of the following areas: Biology, Environmental Science, Curriculum, Secondary Education, Elementary Education w/concentration in Biology/Living Environment preferred

  • Master’s Degree preferred

  • NYS Teaching Certification preferred

$50,000-$65,000
Spanish Teacher

 Position: Spanish Teacher 

               Work Year: 10-month employee 

               Reports To: Building Principal

 

MISSION

 

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

 

College Readiness

 

Leadership

 

Empowerment

 

Accountability

 

Resolve and Resiliency

Vision

Albany Leadership Charter School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.  

Commitment to Excellence

ALCS is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for girls who are educated in a single gender school, include: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where their students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower their girls to explore various subjects and pursue excellence in all disciplines. It is for these reasons that ALCS believes that the opportunity to experience a single-gender education, should be one that is offered freely to any and all girls who would choose it.

SUMMARY: The Spanish teacher will have the primary responsibility for planning, programming, and teaching Spanish in alignment with the high school curricular objectives. Additionally, the teacher will be responsible for evaluating and reporting for all students in his or her classes. He or she will be responsible for establishing a positive, encouraging, appropriate relationship with students in which they are both held to high standards and supported in their attempts to meet them. A love of students and complete dedication to their success, combined with a passion for the Spanish language and culture, effective professional skills, a positive, team-centered personality, and a dedication to life-long learning are all necessary for teaching success at Albany Leadership Charter School for Girls. He or she will work with other teachers and staff as a contributing team member to present a cooperative and positive adult work environment. The teacher collaborates with other staff to co-plan, co-deliver, and individualize instruction for all students in a class; work together creatively to accommodate student needs, diversity and educational backgrounds of the students in the class; and overcome instructional challenges constructively. The teacher is a hardworking, goal-oriented and enthusiastic professional with excellent subject knowledge.

Sixth Grade Teacher

MISSION

The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic and leadership skills necessary to succeed in college and the career of their choosing.

Values

College Readiness

Leadership

Empowerment

Accountability

Resolve and Resiliency

Vision

Albany Leadership Charter High School for Girls will be a recognized leader in single-sex secondary education for young women. It will foster a community of scholars dedicated to life-long learning and committed to improving their communities through their pursuit of post-secondary endeavors.

Commitment to Excellence

Albany Leadership is a family with the highest of expectations for our daughters, particularly in regards to academic achievement. Our goal is to position our girls so that their senior year can be focused on successfully transitioning to their post-secondary pursuits. If we set the standard, our daughters will rise to the challenge. We emphasize the importance of leadership through scholarship and service. “One leader changes everything” is not just a slogan students hear; it is a belief they are taught to manifest.

All Girls

There are three major advantages for students who are educated in a single gender school, including: expanded educational opportunity, custom-tailored learning and instruction, and greater autonomy of thought and expression. Single gender schools help to foster an environment where students think for themselves and take control of their own lives. By eliminating false gender stereotypes, all female schools can liberate and empower students to explore various subjects and pursue excellence in all disciplines. It is for these reasons that we believe the opportunity to experience a single-gender education should be one that is offered freely to any and all young women who would choose it.

SUMMARY: The 6th grade will work to develop students’ academic and interpersonal skills through Math, Science, Social Studies and English Language Arts courses of study. Courses of study will be implemented in accordance with the school approved curriculum. The teacher will document teaching and student progress/activities/outcomes; address specific educational needs of students; provide a safe and optimal learning environment; and provide feedback to students, parents and administration regarding student progress, expectations and goals. In addition, the teacher will implement the Advancement via Individual Determination (AVID) school wide initiatives as well as the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies within their teaching.

ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following statements of duties and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position.

  • Provide a variety of classroom techniques and methods. o Promote high levels of achievement in relation to individual student abilities. o Use techniques and methodologies appropriate to student abilities. o Utilize current and relevant subject matter.
  • Demonstrate knowledge of and abilities to use research-based principles of effective instruction. o Organize instruction using learning objectives with clearly defined student outcomes. o Employ teaching strategies congruent with planned student outcomes. o Select teaching strategies emphasizing student involvement. o Monitor student learning and pace instruction accordingly.
  • Develop and maintain an environment conducive to effective student learning. o Develop written rules of classroom behavior and communicate those rules to all students.

o Enforce written rules for classroom behavior as well as school developed behavioral taxonomy. o Communicate course goals and academic expectations to students. o Provide for the health and safety of students in all instructional settings.

  • Prepare effectively for class. o Prepare daily lesson plans. o Provide instruction predicated on course goals objectives, aligned with New York

State adopted standards. o Communicate appropriate grading standards to students. o Assure that grading standards are explained and available to parents.

  • Develop and maintain positive interpersonal relationships. o Model personal behaviors of honesty, fairness, courtesy, consideration, respect, and cultural awareness and responsibility. o Maintain a cooperative relationship with administration, staff, students and parents. o Share appropriate information with parents and with other staff members.
  • Provide documentation of students’ progress. o Provide timely and accurate feedback/documentation to students, parents, and appropriate staff members. o Assign and check homework and provide feedback to students. o Maintain appropriate records of student performance.
  • Build motivation and interest in learning. o Exhibit personal interest and encourage student interest in the subject area. o Maintain a current awareness of literature/activities in the subject area.
  • Maintain an ongoing personal program of professional growth and development. o Develop and implement annually an approved plan for professional growth and development. o Identify and request to attend professional workshop activities intended to increase the teacher’s instructional effectiveness. o Participate in school-sponsored in-service offerings appropriate to assignment.

To perform this job successfully, the 6th Grade teacher must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and dispositions required. Reasonable accommodations may be made to enable individuals with less than required attributes or with disabilities to perform the essential functions to expectations.

  • Work effectively with and respond to people from diverse cultures or backgrounds.
  • Demonstrate professionalism and appropriate judgment in behavior, speech and dress in a neat, clean and appropriate professional manner for the assignment and work setting.
  • Have regular and punctual attendance.

EDUCATION AND TRAINING:

  • BA/BS or higher degree (required) with a major in one or more of the following areas:

Curriculum, Elementary Education, Secondary Education, Content Area (Language Arts,
Social Studies, Reading, Early Childhood Education, or similar).

  • Master’s Degree preferred
  • NYS Elementary Education Teaching Certification
45,020-50,000

Albany Leadership Charter High School for Girlsis an equal opportunity employment firm. Prospective employees will receive considerationwithout discrimination because of race, creed, color, sex, age, national origin, marital status, sexual orientation, military status,disability or any other trait protected by federal, state, or local law.