Elementary School Apprentice Teacher

Uncommon Schools is a nonprofit network of high‑performing public charter schools dedicated to providing an exceptional K‑12 education in economically disadvantaged communities. We operate in Boston, Camden, New York City, Newark, and Rochester, and we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, and we invest deeply in our educators with weekly coaching, feedback, and professional development.

The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands‑on practice and training necessary to become a successful full‑time classroom teacher. Apprentice Teachers observe best practices from experienced teachers and school leaders, co‑teach with teacher‑leaders, provide in‑house substitute coverage, and support teachers with tutoring, grading, and individualized instruction.

Depending on school needs and candidate background, an Apprentice Teacher may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Through full participation in summer and school‑year professional development, and regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills.

By the end of the year, Apprentice Teachers should be very strong candidates for full‑time teaching positions.

• Teach classes on behalf of deans and teacher‑leaders who are observing other teachers.
• Provide substitute teaching coverage for teachers within the school.
• Potentially teach one class or small groups of students.
• Periodically plan and deliver instruction, gradually taking on more responsibility throughout the year.
• Develop teaching skills to potentially become a full‑time teacher at the school.
• Support students by providing one‑on‑one and small‑group tutoring daily, and small‑group intervention and student support.
• Observe master teachers in order to improve instructional techniques and classroom management.
• Meet regularly with a coach to implement feedback on lessons and instruction.
• Teach or help coordinate an Enrichment class.
• Assist teachers with instruction, assessments, grading, and other classroom responsibilities.

As appropriate, perform all duties expected of classroom teachers, including but not limited to:

• Implementing curricula and activities to meet academic standards.
• Designing and implementing assessments that measure progress toward academic standards.
• Using assessment data to refine curriculum and inform instructional practices.
• Participating in collaborative curriculum development, grade‑level activities, and school-wide functions, events, and trips.
• Providing consistent rewards and/or consequences for student behavior.
• Serving as an advisor to a small group of students.
• Helping to co‑lead advisory/homeroom in the morning and afternoon.
• Supervising students during transitions, breakfast, lunch and after school.
• Being accountable for students’ mastery of academic standards.
• Communicating effectively with students, families, and colleagues.
• Participating in an annual three‑week staff orientation and training.

• Drive to improve the minds and lives of students in and out of the classroom.
• Evidence of self‑motivation, willingness to be a team player, and a strong sense of personal responsibility.
• Ideal candidates are hard‑working, urgent, energetic, and willing to learn and adapt.
• Extremely reflective and constantly wanting to improve.
• Flexible and enjoys dealing with unpredictability.
• Strong time‑management skills; ability to manage multiple tasks simultaneously and meet tight deadlines.
• Strong organizational, communication, and problem‑solving skills (particularly with children).
• Interest in performing a critical support role and the ability to excel in a fast‑paced, entrepreneurial, results‑oriented environment.
• Prior experience working in schools and/or urban communities is preferred but not required.
• Unrelenti…