High School Teacher

Company Description

KIPP New Orleans Schools (KNOS) is a non-profit network of 13 college/career-preparatory, public charter schools serving approximately 5,000 elementary, middle, and high school students, and over 2,000 alumni. While each of our schools is as unique as the community to which it belongs, we are united around a shared promise:
To build academically excellent schools that create unlimited opportunity for all students. For 20 years, we have a proven track record of preparing students for success in college, career, and beyond.

At KIPP, you have the freedom to innovate and the support to grow. You never stop learning, and you’re part of a national network that’s leading the way in getting students from underserved communities to and through college, and beyond. As the largest charter school management organization in New Orleans, we serve nearly 15% of the city’s students, so we need passionate teammates to join us to make their impact re will YOU take us?  

to learn more about teaching and working at KIPP!

At KIPP New Orleans, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days, and the hard ones. So we support our teachers to make the most of those gifts in order to build academically excellent classrooms and create unlimited opportunities for all of our students.

• Respect:
  For our teachers’ innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls.

• Support:
  Our teachers always feel the KIPP Team and Family at their backs, with support to grow and opportunities to lead.

• Purpose:
  
  Together, we share an ambitious mission to create a future without limits. And we need talented teachers to realize it.

• Deliver rigorous, standards-aligned instruction using HQIM; communicate daily objectives and success criteria; check for understanding throughout (cold call, turn & talk, exit tickets).

• Plan/adapt units and lessons that build conceptual understanding and fluency; script questions, models, exemplars, and anticipated misconceptions; align tasks and rubrics to the depth of standards.

• Use data to drive instruction: analyze daily work, interims, and state assessments; reteach, spiral, and extend; maintain small data trackers that inform tomorrow’s plan.

• Differentiate and scaffold using diverse strategies (choice, visuals, language objectives, sentence frames); provide accommodations/modifications with fidelity for students with IEP/504 plans; coordinate with DSS/ESL staff.

• Structure purposeful practice—independent work, small groups, centers, and peer discourse—that requires evidence, academic language, and grade-level thinking.

• Provide timely, actionable feedback (written and verbal) tied to rubrics; maintain accurate, transparent grades and make-up work systems.

• Assessment literacy: design/implement common assessments; ensure item alignment and reliability; use exemplars/anchors for calibration.

• Establish safe, joyful routines (entry, materials, transitions, group work) that maximize time-on-task and protect learning time bell-to-bell.

• Affirm high expectations and growth mindset; select culturally sustaining texts, problems, and examples that reflect students’ identities and experiences.

• Apply school-wide behavior systems consistently and restoratively; use pre-corrections, de-escalation, and restorative conversations; log incidents per policy.

• Integrate SEL (explicit skills, mood checks, goal setting) to build belonging, resilience, and self-management; proactively teach replacement behaviors.

• Model school values and professionalism; meet deadlines; uphold duty coverage (arrival, transitions, lunch/recess, dismissal, testing).

• Build strong relationships with students and families via frequent, strengths-based communication; co-create goals and action plans.

• Communicate progress (grades, attendance, behavior,…