Over Drew Charter School’s twenty-year history, the school has grown to serve grades PreK-12 with nearly 1,900 students in a “cradle-to-college” pipeline, including two onsite early learning partners. Drew implements a rigorous and supportive educational continuum, which includes tailored Response to Intervention (RTI) support, a rigorous STEAM/Project-Based Learning (PBL) instructional model, and a robust College and Career Readiness program. Every element has been thoughtfully designed to ensure all students succeed and to eliminate opportunity gaps and inequities in educational outcomes for our diverse population of students. More than just a school, Drew is at the heart of a community-wide commitment to launching all students on a pathway to health, impact, and prosperity.
Drew Board of Directors Commitment to Equity Statement
As part of our steadfast efforts to ensure equitable outcomes for ALL Drew Charter School students, we, the Board of Directors, individually and collectively, make an explicit commitment to identify, acknowledge, and dismantle policies and practices that reinforce systemic racism, and to educate and equip ALL of our students with the ability and opportunity to be leaders in the continuous work of creating a true, beloved community.
- Provide quality instruction in accordance with Drew’s PBL and STEAM initiatives.
- Create an equitable and collaborative classroom community in alignment with Drew’s expectations for school culture.
- Demonstrate a commitment to equity, social justice, and work in alignment with Drew’s mission and vision.
- Observe and evaluate students' performance, behavior, social development, and physical health through a variety of formal and informal assessments and performance tasks, as well as summative and formative assessment; use data from these assessments to plan, modify, and adjust instruction.
- Prepare materials and classrooms for class activities, with a focus on hands-on, multi-modal, inquiry based learning.
- Adapt teaching methods and instructional materials to meet students' varying needs and interests; allow opportunities for student creativity and autonomy.
- Plan and conduct activities for a balanced program of instruction, demonstration, interactive learning, and independent work time that provides students with opportunities to observe, discuss, debate, question, and investigate.
- Create lessons and daily instruction with a focus on small groups and differentiation; instruct students individually and in groups based on learning needs using a variety of teaching techniques.
- Assign and grade student work, PBL artifacts, and assessments in a timely manner according to Drew’s grading expectations.
- Confer with parents or guardians, teachers, counselors, and administrators in order to work as a cohesive team to address the learning and social emotional needs of each child.
- Work to strengthen family engagement within the classroom community; meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs.
- Maintain accurate and complete student records as required by laws, school policies, and administrative regulations.
- Embed rigor, creativity, and critical thinking into instruction for all students based on their individual needs
- Create positive and trusting relationships with students; refer students to counselors or other building support staff when appropriate.
- Work directly with RTI/MTSS and Special Education staff to meet the needs of all students, deliver research-based interventions and utilize best co-teaching practices when applicable; complete all required documentation in compliance with school and district expectations.
- Work collaboratively with grade level team and instructional coaches to create curriculum maps, pacing guides, PBL project overviews, and weekly lesson plans inclusive of Drew’s instructional expectations.
- Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play.
- Adhere to school wide policies.
- Use restorative practice principles and Drew’s guidance regarding social emotional learning and classroom management.
- Use a variety of technological tools and platforms with students; incorporate opportunities for student created digital products; demonstrate high levels of technology savviness and comfortability.
- Have lesson, unit, and project plans prepared and available at all times and accessible by team members, instructional coaches, and administration.
- Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs.
- Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage.
- Prepare and implement activities that address multiple learning modalities and encourage student voice and choice.
- Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
- Plan and supervise class projects, field trips, visits by guest speakers/experts in various fields or other experiential activities; guide students in learning from those activities.
- Bachelor's Degree with at least a 2.5 GPA required
- Zero (0) years of teaching experience
- Minimum of T4-Certification in Early Childhood Education OR Passed the GACE Basic Skills Assessment(s) or have reciprocity eligibility
- Salary Range: $48,086 to $93,980
- Work Days: 195
- Drew Charter School offers our full-time staff members a broad, generous benefits package.