Job Opportunities

Each semester, Teacher Prep offers job placement workshops which guides participants on resume best practices, interviewing techniques, and job search procedures. Workshops are announced on our website as well as in The Daily Princetonian. We also welcome education job listings and invite representatives from independent and public schools to interview on campus (please email tprep@princeton.edu).

If you are a Teacher Prep alum and need to forward teaching records to a prospective employer, please visit our Records Request page for more information.

Employment Opportunities

High School Teaching/Science - Physics

New Brunswick P-TECH
NEW BRUNSWICK PUBLIC SCHOOLS
Contact Name:
Comments:
We are looking for a candidate who can help prepare students for college level physics in our P-Tech program which combines workplace learning, high school course work, and college in the same program with a focus on engineering. Teaching staff members are responsible within the scope of their certification for providing a class environment and instructional program that is conducive to student learning and growth in accordance with the curriculum and policies adopted by the Board of Education. JOB QUALIFICATIONS: New Jersey Teacher Certification(s) in the subject area. ESSENTIAL JOB FUNCTIONS: Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Creates an atmosphere that is conducive to learning and appropriate to the maturity and interests of the students. Guides the learning process (consistent with the course of study) toward the achievement of curriculum goals and objectives and communicates these goals and objectives to the students. Maintains regular attendance and other required records. Conveys a constructive image of the district, the school, and the profession. Strives to maintain and improve professional development. Seeks the assistance of district specialists, as needed, to attempt to remediate learning difficulties exhibited by assigned students. Attends staff meetings and serves on staff committees as required. Communicates with parents, school counselors, and other staff members regarding pupil progress. Establishes procedures of control to allow a maximum of teaching and a minimum of disciplinary action with due consideration given to the composition of the class. Encourages students to set and maintain standards of school behavior. Evaluates each pupil’s performance and growth in knowledge and understanding and prepares appropriate reports. Performs other duties that may be assigned by his/her superior(s) under authority of the Board of Education. PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Unless reasonable accommodations can be made, while performing this job the staff member shall: 1. Use strength to lift items needed to perform the functions of the job. 2. Sit, stand, and walk for required periods of time. 3. Speak and hear. 4. Use close vision, color vision, peripheral vision, and depth perception along with the ability to focus vision. 5. Communicate effectively in English and Spanish (preferred), using proper grammar and vocabulary. American Sign Language or Braille may also be considered as acceptable forms of communication. 6. Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls. 7. Works in standard office and school building environments. 8. Ability to work outdoors during outdoor student activities. The Work Hazards described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. 1. Exposure to a variety of childhood and adult diseases and illnesses. 2. Occasional exposure to a variety of weather conditions. 3. Exposure to heated/air conditioned and ventilated facilities. 4. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. 5. Function in a workplace that is usually moderately quiet but that can be noisy at times. While performing the duties of this job, the employee is regularly required to talk or hear. This would require the ability to lift files, open filing cabinets and bend or stand on a stool as necessary. This position requires the ability to occasionally lift office products and supplies, up to 20 pounds.

STEAM Education Intern (remote position)

The Queer Mathematics Teacher (QMT)
Contact Name:
Comments:
Are you studying to be a math teacher? Are you interested in learning how mathematics education can be taught in radical, transformational ways to foster 2SLGBTQIA+ students' sense of belonging and hopefully inspire more 2SLGBTQIA+ folx to pursue STEM fields, where they are currently vastly underrepresented? If you answered yes to the questions above, QMT’s paid summer internship program may be perfect for you. The STEAM education intern will provide the program director with support in all student recruitment, advertising, planning, and implementation efforts of “Camp” of Mathematical Queeries. "Camp” of Mathematical Queeries is a six week virtual mathematics enrichment program for 2SLGBTQIA+ students entering grades 9-12. The enrichment, is designed to tap into the rich funds of knowledge of the 2SLGBTQIA+ community & to provide a space in which 2SLGBTQIA+ & mathematical identity are affirmed as interconnected entities, central to the teaching & learning of mathematics, in particular. Even the name of the program, “Camp” of Mathematical Queeries, has been designed to tap into the cultural histories of LGBTQ+ individuals, who remain vastly underrepresented in STEM fields. The word “Camp” is in quotation marks to invoke the aesthetic style of camp, which is closely associated with 2SLGBTQIA+ culture, especially the practice of drag. Queeries, a queer play on the term query, when used as a verb means to question, often as a form of doubt. In the context of “Camp” the word “Queeries” is meant to honor the traditions of 2SLGBTQIA+ individuals that have sought to live their lives authentically by exploring routes & questions outside of the dominant, normative culture. Throughout the six weeks students will engage in activities of mathematical problem posing & problem solving through group worthy mathematical tasks centered on 2SLGBTQIA+ culture & history. STEAM Education Intern Responsibilities: Help organize advertising to recruit 2SLGBTQIA+ students for the summer enrichment (this will entail posting to social media and corresponding and forming partnerships with pride centers, GLSEN chapters, PFLAG chapters, and other 2SLGBTQIA+ organizations across the United States). Review student applications (and possibly participate in student interviews) to aid in the selection of students for the “Camp.” Aid in the communication process of notifying students they have been selected to attend the free summer enrichment or been wait-listed. Engage in regular planning meetings to plan instruction for the camp, both prior to and during the 6 week summer enrichment. Engage in debriefing sessions during and after the 6 summer enrichment. Serve as an advisor for a small group of “Camp” attendees. Lead (or co-lead) mini-instructional units during the camp, as well as small group instruction. Time Commitment and Dates: 15 hours per week for 10 weeks between the weeks of June 6 - Aug 12. Work hours will be a mix of synchronous and asynchronous hours, and will be conducted remotely. All synchronous hours will be during the week (M-F); about 50% of the work will be asynchronous hours. Inquire for details. Compensation: $20/hr. Location: This is strictly a remote position. Those who apply for a STEAM education internship position should: be working towards a degree in STEAM education is encouraged to apply, While those pursuing degrees in STEAM education will be given preference, those pursuing degrees in History or Social Studies Education or in Gender and Sexuality studies are also invited to apply, as they will add strong interdisciplinary knowledge to support the enrichment planning team. be over the age of 18 to apply. have access to a reliable internet connection and a device (preferably a laptop or tablet, not a phone). QMT will not be able to supply these for you. have excellent skills in communication, presentation, computer use, and problem solving. have relevant experience and/or have experience working with 2SLGBTQIA+ youth (while this is preferred, it is not required). be self-directed and able to work both collaboratively and independently be dedicated to an intersectional approach to equity, liberation, and justice in PK-12 education. be dedicated to affirming the identities of ALL 2SLGBTQIA+ youth (required, non-negotiable) be a student at a New Jersey institute of higher education. Please note that we are unable to sponsor work visas or temporarily hire candidates that are authorized to work for a defined period of time in their field of study for this position. To apply for the STEAM Education Intern position, please send your cover letter and resume to Dr. Brandie E. Waid at BrandieEWaid@TheQueerMathematicsTeacher.com. All other inquiries may also be addressed to Dr. Waid.

Upper School Science Instructor

Louisville Collegiate School
Contact Name:
Comments:
Founded in 1915, Collegiate provides a curriculum designed to prepare students to innovate, think empathetically, and thrive in an increasingly complex world. Small class sizes allow teachers to know children and provide an educational experience to meet each student where they are academically. Our vibrant learning program begins with a preschool experience that provides a balance of classroom learning with imaginative play and culminates with an internship to integrate academic learning with real-world experience. Our graduates possess extraordinary academic foundations, leadership skills, and a moral compass necessary to become engaged and compassionate leaders. PRIMARY RESPONSIBILITIES: Working closely with colleagues in the Science department and the Science Department Chair, this teacher will teach four upper school science courses serving primarily ninth and tenth-grade students. This individual will be called on to promote high levels of learning in an engaging and effective manner using a variety of instructional methods and curriculum resources. REQUIRED KNOWLEDGE, SKILLS, AND EXPERIENCE: A bachelor’s degree in Biology, Chemistry, Science Education, or a related field is required; an advanced degree preferred; Classroom experience teaching science; experience teaching biology and/or chemistry preferred; Demonstrated passion for science instruction and for engaging upper school students; Demonstrated commitment to best science-teaching practices, especially with respect to hands-on, laboratory-based, and project-based learning; Proven ability to differentiate instruction when necessary to reach all levels of learners; Collaborative spirit in developing ideas and teaching methods with fellow teachers, especially in focusing on vertical alignment; Demonstrated success and experience with adolescent students in academic and extra-curricular environments; Understanding of the developmental needs of adolescent students; Proven positive working relationships with colleagues, students, and families; Excellent communication skills both written and oral; Proven organizational skills; Understanding of independent schools preferred. ADDITIONAL RESPONSIBILITIES: Serve as a faculty advisor to approximately ten upper school students; Supervise math and science academic lab; Coach or lead extra-curricular activities as agreed upon with the Head of Upper School; Serve as a member of the Science department, attending departmental meetings, developing and updating course curricula, and supporting the work of the department; Support the school, its mission, and its leadership; Perform other duties as assigned by the Head of School.

Upper School Physics Teacher - Leave Replacement

Princeton Day School
Comments:
Princeton Day School is seeking an experienced Upper School physics teacher to begin September 1, 2022 and continue through November 22, 2022, with a possibility for continued employment until December 16, 2022. There is also an expectation to attend opening meetings for faculty from August 23 - 30 prior to the beginning of the school year. Primary Responsibilities include but are not limited to: Teaching Upper School Physics and/or engineering courses; Assisting in extra-curricular areas of the school; Serving as an advisor in the upper school; Commitment to collaboration; Have knowledge of best practices in science instruction and assessment; Integrative STEAM experience preferred. Qualifications: Bachelor’s Degree (Advanced degree preferred); Teaching experience preferred; Forward thinking and creative teacher; Ability to work collaboratively in a team setting; Experience with technology integration; Creative and resourceful, with a sense of humor and strong work ethic. Princeton Day School seeks candidates who are well educated, equally passionate about their subject and students, work well in a collaborative environment and integrate technology into their teaching. We also aspire to create a diverse, equitable and inclusive community in which all members are seen, challenged, affirmed, respected and valued. We believe that in actively cultivating such an environment, we foster intellectual, social and emotional growth for all of our constituents. In order to be considered, interested candidates will submit a cover letter, resume, a link to samples of their work and a list of at least three references to hr@pds.org.