Instructor - History jobs in New York, NY

HISTORY INSTRUCTOR

MISSION STATEMENT: Oliver Scholars prepares high-achieving Black and Latinx students from underserved New York City communities for success at top independent schools and prestigious colleges. We provide crucial support for our Scholars so they can realize their full potential and ultimately give back to the city, the nation, and the world.

JOB TITLE: History Instructor

REPORT TO: Director of Academic Affairs

DEPARTMENT: Academic Affairs

POSITION TYPE: Seasonal part-time — Summer

FLSA: Exempt

SUMMARY: Oliver Scholars seeks History instructors to plan and implement a US History curriculum for eighth grade students and a US History Writing Seminar for ninth grade students. All applicants must have proof of completed Covid-19 vaccination. The instructor’s primary objective is to prepare students to academically succeed at rigorous independent schools. Students should gain improved competency, skill, and habits of mind to excel. The instructor will assist the Admissions & Placement and Academic Affairs departments to outline expected curricular outcomes and track student progress. This position reports to the Director of Academic Affairs and is an excellent opportunity to experience various aspects of scholarship and youth development with an educational nonprofit organization. 

RESPONSIBILITIES

• Teach in person July to August 2024 and be available for office hours, study hall, faculty meetings, and parent-teacher meetings. The role entails 5 weeks at a day school in NYC and 1 week at a boarding school in MA, for which Oliver Scholars will provide transportation and room & board.

• Use the Oliver Scholars course description and pedagogy to design a US History curriculum— including syllabus, lesson plans, assignments, readings, and tests/quizzes.
• The instructor will teach and require use of MLA writing format and citations. The instructor will also incorporate AI (e.g. ChatGPT) as a learning tool in order for students to appreciate that education is a process-oriented undertaking that entails struggle and use of analytical resources, and not a product-oriented undertaking focused on neatly delivering an answer.
• The eighth grade course, titled Race and Resistance in the United States, will explore the history of dis/enfranchisement and social inclusion in the United States through the lens of critical race theory, psychology, Black feminism, and other fields informed by activist legacies. It will explore the moment race was created up to the 1960s Black/Brown/Yellow Power Movement. In surveying resistance and social movements, we ultimately ask ourselves how studying identity can help us understand our present historical moment. What has shifted? What has largely remained the same? The course will address 3 questions:
  • How and why was race created? 
  • How do race and its meanings shift during the mid-19th century to the mid-20th century? 
  • What are our histories of liberation/resistance and what might that teach us today?
• The ninth grade course, titled History Writing Seminar: Race and Justice in the United States, will teach research methods, research paper outline and format, and essay revision to scaffold students to use at least 3 sources to produce a 5-page research paper at the end of the summer using MLA format and citations. Students have freedom to choose a 20th or 21st century topic of social, economic, or political significance relating to race and justice in the United States. The paper must answer the following questions:
  • Why is the topic worth discussing? What is the role of race? What is the injustice and the evidence for it? What was the genesis of resistance and who led the call for justice? What obstacles thwarted achieving justice? Was justice achieved? What have we learned and/or gained from the resistance movement? 
• Write detailed Interim and Final Evaluation Reports
• Team with tutors, counselors, and Oliver Scholars leadership  to instruct and support students
• Attend a paid instructor orientation.
• Attend weekly faculty meetings

• Participate in parent-teacher conferences

QUALIFICATIONS

• Proof of completed Covid-19 vaccination booster. Individuals are considered fully boosted for COVID-19 two weeks after receiving an mRNA COVID-19 vaccine that follows a two-dose series (Pfizer-BioNTech or Moderna) or two weeks after receiving an mRNA COVID-19 vaccine that follows a single-dose course (Johnson & Johnson [J&J]/Janssen). 

• A BA/BS degree from an accredited college or university; advanced degree preferred
• Two or more years of teaching experience at the middle school or high school level
• Two or more years of experience designing curriculum
• Knowledge of independent schools preferred
• Outstanding speaking, writing, and editing skills
• Deep knowledge of the principles of teaching students
• A mission-driven individual with a belief in and commitment to Oliver’s mission and values
• A flexible, creative individual able to find alternative ways to connect with students
• Emotionally mature with a good sense of humor and the flexibility and sensitivity to work with diverse personalities and situations
• A hard worker with a high energy level; a “doer” with a willingness to work hands-on in developing and executing a variety of activities
• A good listener who is comfortable receiving feedback

DESIRED COMPETENCIES

• Ethics - Treats people with respect; Keeps commitments; inspires the trust of others; works with integrity and ethically; upholds organizational values.
• Adaptability - Adapts to changes in the work environment; willing to learn new techniques and procedures; Manages competing demands; changes approach or method to best fit the situation; able to deal with frequent change, delays, or unexpected events.
• Innovation & Initiative - Displays original thinking and creativity; Meets challenges with resourcefulness; Generates suggestions for improving work; Develops innovative approaches and ideas; Presents ideas and information in a manner that gets others' attention; Looks for and takes advantage of opportunities.
• Planning/Organizing & Project Management - Prioritizes and plans work activities; Uses time efficiently; Plans for additional resources; Sets goals and objectives; Organizes or schedules other people and their tasks; Develops realistic action plans; Communicates changes and progress; Completes projects on time and budget.
• Interpersonal Skills - Focuses on solving conflict, not blaming; listens to others without interrupting; keeps emotions under control; remains open to others' ideas and tries new 

COMPENSATION: Salary commensurate with qualifications and experience. Salary range $7,100 to $9000. 
 

VACCINATION STATEMENT

We are committed to ensuring our office and alternate educational and event locations are safe for employees and the constituents we serve. The policy of the organization requires all employees to be vaccinated and boosted against COVID-19 to safeguard the health of our employees, visitors, partners, and the constituents we serve.

EEO

Oliver Scholars is committed to equal employment opportunity. We will not discriminate against employees or applicants for employment on any legally recognized basis (“protected class”) including, but not limited to veteran status, uniform service member status, race, color, religion, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law.