Job Description
Albany Leadership Charter School for Girls Work Year: 10-Month Employee Reports To: Principal Content Areas for Recruitment: MS /HS HUM MS/HS STEM MS CTE MS/HS ART/MUSIC MS/HS HEALTH/PE MS/HS SPANISH MS/HS SPED MS/HS ENL MISSION: The mission of Albany Leadership Charter School for Girls is to prepare young women to graduate from high school with the academic knowledge, leadership skills, and confidence necessary to succeed in college and in the career of their choosing. Teachers are responsible for advancing this mission through the delivery of rigorous, standards-aligned instruction and by fostering a culture of high expectations, accountability, and achievement for all scholars. ACLS Pillars: Sisterhood Scholarship Service Leadership Teachers are expected to model and actively promote these pillars in both instructional practice and daily interactions with scholars, families, and colleagues. VISION: Albany Leadership Charter School for Girls strives to be a leader in single-sex secondary education for young women. We are committed to developing scholars who are prepared for post-secondary success and who demonstrate leadership, independence, and a commitment to their communities. Teachers play a critical role in realizing this vision by ensuring all scholars engage in meaningful, rigorous learning experiences. Commitment to Excellence: ALCS maintains high expectations for academic achievement and personal growth. Teachers are expected to deliver instruction that prepares scholars for long-term success, including college and career readiness. “Be Excellent on Purpose” is a guiding principle for both scholars and staff. Teachers are expected to uphold this standard through intentional planning, strong instructional delivery, and a commitment to continuous improvement. ALL GIRLS 6–12 ACADEMY MODEL: ALCS operates as a single-gender learning environment designed to support the unique academic and developmental needs of young women. This model promotes increased participation, confidence, and leadership development. Teachers are expected to leverage this environment to foster independence, critical thinking, and academic risk-taking among scholars. SUMMARY: Teachers are responsible for developing scholars’ academic and interpersonal skills through the implementation of standards-aligned curriculum and effective instructional practices. Teachers will plan and deliver instruction, assess and monitor student progress, provide timely feedback, and maintain a safe and structured learning environment. Teachers are also responsible for communicating effectively with scholars, families, and administration regarding academic progress and expectations. In addition, teachers will support schoolwide initiatives, including AVID strategies and CASEL-aligned social-emotional competencies. ESSENTIAL DUTIES, SKILLS, AND RESPONSIBILITIES: The following responsibilities outline the expectations for instructional practice and professional conduct: Plan and deliver daily lessons aligned to New York State standards and approved curriculum Establish clear learning objectives and measurable outcomes for all lessons Utilize research-based instructional strategies that promote engagement and mastery Differentiate instruction to meet the needs of diverse learners Monitor student understanding through regular checks for understanding and adjust instruction accordingly Maintain a classroom environment that is safe, structured, and conducive to learning Develop, communicate, and consistently enforce clear behavioral expectations Communicate course goals, academic expectations, and grading policies to scholars and families Provide timely, actionable feedback on assignments, assessments, and classwork Maintain accurate and up-to-date records of student performance Use assessment data to inform instruction and support intervention efforts Build positive and professional relationships with scholars, families, and colleagues Model professionalism, including honesty, respect, cultural awareness, and ethical behavior Collaborate with colleagues and administration to improve instructional practices Participate in professional development and implement learned strategies Maintain regular and punctual attendance EDUCATION AND TRAINING: Bachelor’s Degree required; Master’s Degree preferred New York State Teaching Certi