26-27 High School English Teacher (Next Year Opening

26-27 High School English Teacher (Next Year Opening)

• Full-time
• Start Date:
  
  Next year opening
• Department:
  Teacher

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. Each school is unique to its community, yet we share a promise: to build academically excellent schools that create unlimited opportunity for all students. For 20 years, we have prepared 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 are part of a national network that leads 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 percent of the city’s students, so we need passionate teammates to join us in making an impact at KIPP.

We see the gifts in everyone who walks through the doors of our schools, especially our teachers. Their skill, energy, love, and determination—on the good days and the hard ones—help us build academically excellent classrooms and unlimited opportunities.

Respect: For the 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. We need talented teachers to realize it.

• Deliver rigorous, standards‑aligned instruction using HQIM; communicate daily objectives and success criteria; check for understanding throughout.
• Plan or 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 or modifications with fidelity for students with IEP or 504 plans; coordinate with DSS or 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 a make‑up work system.
• Design or implement common assessments; ensure item alignment and reliability; use exemplars or anchors for calibration.

• Establish safe, joyful routines (entry, materials, transitions, group work) that maximize time‑on‑task and protect learning from bell to bell.
• Affirm high expectations and a 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 or recess, dismissal,…