JOB: Creative City Public Charter School seeks K-2 Teachers, Maryland

Creative City Public Charter School seeks K-2 Teachers

About Us
Creative City Public Charter School (CCPCS) is a new, progressive, charter elementary school that offers a place-based (project-based) and art-integrated instructional program. Our school, founded by a group of parents, will open in the fall of 2013 with grades K-2. We are devoted to forming a diverse cooperative community (including shared governance). The leadership of the school will consist of a Board of Directors made up of community members, teachers, parents, the Principal (in charge of teachers and instruction), and the Executive Director (in charge of outreach and fundraising).

Our Mission
The Creative City Public Charter School will use Baltimore City’s natural and built environments and communities as a learning foundation. Our elementary school, where teachers, students, and parents will share governance and cooperate on curriculum and community decisions, will build on the inquisitive nature of children to drive the project-based, arts-integrated curriculum, developing self-directed critical thinkers.

General Job Description:
Teachers in grades K-2 are responsible for developing and implementing the CCPCS place-based and arts-integrated curriculum based on the Common Core State Standards. Teachers prepare students for later grades by challenging them to reach their full potential. The CCPCS model incorporates two-year looping where teachers continue teaching the same students from the year before by moving up one grade level with those students. Teachers at CCPCS are stewards of the mission of the school and work to build strong relationships with students, parents, and the community.

A Day at CCPCS
Each day will involve periods of project-based learning (incorporating Social Studies and Science standards), Language Arts instruction, Math instruction, recess, lunch, and resource. Wednesdays are shortened days for students to allow teachers two hours of professional development.

Roles and Responsibilities:

Curriculum and Instruction

  • Plan and conduct daily lessons in Language Arts and Math that reflect the core elements of the CCPCS curriculum
  • Implement Universal Design for Learning as a framework for differentiating instruction Plan a balanced program of instruction, guided practice, and independent exploration that provides students with opportunities to observe, question, and investigate.
  • Provide unbiased instruction that reflects multiple perspectives and multicultural education
  • Establish clear objectives for all lesson and communicate those objectives to students
  • Implement IEPs for students with special needs according to special education law and guidelines
  • Plan and implement Response to Intervention strategies to address specific student needs
  • Differentiate instruction to address the needs of all students
  • Work with teammates to prepare outlines and objectives for units of study and trimester themes, following curriculum guidelines
  • Incorporate technology in instruction and practice to expose students to and build upon 21st Century Skills
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of curriculum and instructional strategies
  • Organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, and music
  • Plan and supervise class projects, field trips, service learning projects, visits by guest speakers or other experiential activities, and guide students in learning from those activities
  • Collaborate with community partners and actively participate in outside programing so that the learning objectives are integrated into the curriculum


  • Observe and evaluate students’ performance, behavior, social development, and physical health
  • Prepare, administer, and grade tests and assignments in order to evaluate students’ progress towards instructional and school-wide performance goals
  • Complete trimester developmental and academic checklists to assess students progress
  • Administer standardized tests, and interpret results to determine student strengths and areas of need
  • Use assessment to inform instruction and Response to Intervention

Classroom Management

  • Use the Responsive Classroom method and others to establish and enforce rules for behavior and procedures for maintaining order among the students
  • Maintain a safe environment and monitor students in the use and care of equipment and materials


  • Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students’ behavioral and academic problems
  • Meet with parents and guardians to discuss their children’s progress, and to determine their priorities for their children and their resource needs


  • Select, order, and inventory classroom equipment, materials, and supplies
  • Perform administrative duties such as assisting in hall and cafeteria monitoring
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers
  • Maintain accurate and complete student records as required by laws, district policies, and administrative regulations
  • Attend staff meetings, and serve on committees as required
  • Enforce administration policies
  • Prepare reports on students and activities as required by administration
  • Meet with other professionals to discuss individual students’ needs and progress.
  • Attend any required professional development, including at least ten days of paid training in August 2013.


Teachers should:

  • Be passionate about progressive education, collaborative governance, improving urban education and using community partnerships to propel the mission of the school
  •  Believe in the potential, curiosity, and creativity of all children
  • Embrace a culture of data-driven decision making and the implementation of evidence-based approaches to instruction
    Be committed to a holistic, rigorous, and engaged school day experience for each student;
  • Respect students, fellow teachers, parents, and community members as active participants in learning and school culture
  • Be devoted to the relentless pursuit of excellence in education within the CCPCS model.

Minimum Qualifications

  • Maryland Standard Professional Teaching Certificate for elementary grades
  • Experience working with elementary age students
  • Bachelor’s Degree from an accredited institution
  • Excellent oral, written, and interpersonal skills

Strongly Preferred
Experience with any of the following:

  • Place-based education
  • Arts Integration
  • Project-based learning
  • Balanced Literacy programs such as Fontas and Pinnell, Lucy Calkins Units of Study, Words Their Way, etc.
  • The Singapore Math approach to teaching mathematics
  • Responsive Classroom
  • Working within a shared governance model
  • Service Learning/Community Involvement
  • Urban education/Baltimore City Public Schools

For a more information about CCPCS, visit

To apply: Please email resume & cover letter to Please make sure that your resume and cover letter reflect any experience with the qualifications listed in the job description, especially strongly preferred areas. Also include a list of 3-5 references (2 of which MUST include a current or previous supervisor) and a Philosophy of Education (1 pager describing your philosophy of education and how that philosophy makes you a good match to Creative City’s mission).

We will be accepting applications until March 1, 2013. Interviews will take place in two cycles; one begins in January 2013 and the second in March 2013.

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