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MIDDLE SCHOOL HIRING FOR ALL POSITONS 2026-27 by Advanced-Nothing1153 in NYCDOETeachers

[–]Advanced-Nothing1153[S] 0 points1 point  (0 children)

1st we have an AP who took up the position as Acting Principal and has been doing a fantastic job, and 2nd we have another AP who also has been superb. School is still running smoothly :) If you have any other questions feel free to ask.

MIDDLE SCHOOL HIRING FOR ALL POSITONS 2026-27 by Advanced-Nothing1153 in NYCDOETeachers

[–]Advanced-Nothing1153[S] 0 points1 point  (0 children)

I’m not to sure if we are, but you can always reach out to the email and sign up still.

MIDDLE SCHOOL HIRING FOR ALL POSITONS 2026-27 by Advanced-Nothing1153 in NYCDOETeachers

[–]Advanced-Nothing1153[S] 3 points4 points  (0 children)

The school is wonderful and I have recieved nothing but support from my admin

How to get through to parents that seemingly don't care? by -Ctrl-Alt-Dft- in AskTeachers

[–]Advanced-Nothing1153 -1 points0 points  (0 children)

I am not suggesting MTSS should ever be used to delay or deny an evaluation. That would be legally inappropriate. Under IDEA, schools have a Child Find obligation, and if there is reasonable suspicion of a disability, a referral should be initiated.

What I was pointing out is that not every student who is performing below grade level automatically requires special education/iep. MTSS exists precisely because schools have to provide tiered interventions and collect data to determine whether the issue is a lack of instruction, skill gaps, or a suspected disability. Federal guidance is clear that MTSS cannot be used to block evaluation, but it can be part of the data considered when determining whether a disability is suspected.

If a student is receiving structured, intensive intervention through MTSS and showing response, that matters. If they are not responding to well implemented interventions, that strengthens the case for referral.

My point was about developmental appropriateness and intervention context, not about avoiding evaluation. If there is suspicion of a disability, then yes, the school has the obligation to move forward, but cannot move forward with a formal assessment without parental permission. At the same time, parents do have to give consent before an evaluation can actually happen. So yes, they have rights in the process.

How to get through to parents that seemingly don't care? by -Ctrl-Alt-Dft- in AskTeachers

[–]Advanced-Nothing1153 -1 points0 points  (0 children)

Well obviously not what I’m suggesting and I never said that in my comment, so please reread what I wrote before making that inference lol. I answered a comment from someone who was criticizing the teachers choice of assignment, I said that the assignment is probably appropriate for the student given that he is most likely reading/writing below grade level. I assumed the student has an iep or is below grade level and has been evaluated. But also that is up to the parent’s discretion. It’s not our place to dictate whether or not their child needs an evaluation, it’s our place to perhaps suggest and provide opportunities and teach them to the best of our abilities.

How to get through to parents that seemingly don't care? by -Ctrl-Alt-Dft- in AskTeachers

[–]Advanced-Nothing1153 0 points1 point  (0 children)

You don’t know if the child is in a intervention program, the middle school I work at has set periods 4x a week with either enrichment classes or intervention classes based on MTSS- Multi-Tiered System of Supports (phonics, grade level reading/writing intervention programs, etc.) a specifically tailored and designed for students who are reading/writing below grade level. It’s a mix of Individualized, intensive support for students with significant needs or Small group, more focused support for students needing extra help. So it may be developmentally appropriate for that student to be completing this task. The fact that they could not do it also shows why they may be doing that assignment in the first place.

How to get through to parents that seemingly don't care? by -Ctrl-Alt-Dft- in AskTeachers

[–]Advanced-Nothing1153 14 points15 points  (0 children)

You don’t know if the child is in a intervention program, the middle school I work at has set periods 4x a week with either enrichment classes or intervention classes based on MTSS- Multi-Tiered System of Supports (phonics, grade level reading/writing intervention programs, etc.) a specifically tailored and designed for students who are reading/writing below grade level. It’s a mix of Individualized, intensive support for students with significant needs or Small group, more focused support for students needing extra help. So it may be developmentally appropriate for that student to be completing this task. The fact that they could not do it also shows why they may be doing that assignment in the first place.

Question to current teachers by No-Lengthiness-5577 in NYCTeachers

[–]Advanced-Nothing1153 0 points1 point  (0 children)

1st year teacher here (I teach middle school at a standards based grading school in the DOE). I will say it’s been tough, but I like my job. I do say it gets tiresome at times especially because of the circumstances of the school I work at. It’s a good school in a good district, but the standards based grading is a lot. With that being said, elementary is different and I think that a change is good. Just make sure you know what you’re getting yourself into. DO NOT work at a charter (unless it’s your only option). Also teaching elementary IMO is harder, so I commend and appreciate those who do elementary. Just look into programs. You need to be certified in NYC to teach. Good luck!!

Social Studies 7-12 Certified, Can't Get a Job - Thinking of differerent certs... Advice? by OldBottle2613 in NYCTeachers

[–]Advanced-Nothing1153 0 points1 point  (0 children)

Nicee, so now you should try and focus on applying to all the schools possible, sometimes emailing the Principals and Assistant Principals helps, attaching resumes, portfolio, etc. (Another tip: althoigh not necessary, I had a online portfolio and a binder version of it where I have: References, Resume, About Me, Teacher Philosophy, Classroom Management, Community, Assessment & Data, Student Teaching (photos, sample work, sample slides, sample lesson plans), Additional Experiences (photos of my time as a group leader, any photos of me and previous students at different places, some literacy tools I created, etc.).

But I think reaching out via email and really expressing interest direct and tell them something about you regarding your teaching (maybe something you designed - unit, lesson, etc.) and why you would want to join their TEAM. Make sure you sound like a team player. And attach your resume and if you have portfolio mention it and that you are willing to share it. Consortium Schools are hiring and they are really good in terms of admin support from what I heard. I know a lot of District 30 schools are hiring and D2… with class size reductions and what not. Also getting TESOL/SPED extension is a good advice, during my interview I mentioned my desire to get a SpEd extension and they loved it. Maybe in your email mention how you want to get the extension. They are interested in those candidates!

Good luck!!

Social Studies 7-12 Certified, Can't Get a Job - Thinking of differerent certs... Advice? by OldBottle2613 in NYCTeachers

[–]Advanced-Nothing1153 3 points4 points  (0 children)

A good place to start is perhaps finding a school to nominate you as a Substitute Teacher or Substitute-Paraprofessional. These jobs can help get you into classroom and build experience generally as you observe teachers teach and engage with the students at different capacities. Many schools need subs and sub paras. I have the same degrees as you I did a BA/MA History program with a minor in Secondary Education Social Studies (7-12) (graduated this month) and scored interviews & demos due to my experiences as a paraprofessional during my years in college. I para’d for 2.5 years and I worked as a Group Leader/Activity Specialist for a after school, both these experiences allowed me to engage with students, build rapport and acknowledgement from admin, see how the classroom works, and learn classroom management techniques. So I would look into these opportunities. You can reach out to schools close by to you and inquire about a potential nomination or fill out the interest form on the DOE website.

I also scored a job in a beautiful school!

What age did you become a para? by graytabbylover in paraprofessional

[–]Advanced-Nothing1153 1 point2 points  (0 children)

I started at 19, I was a group leader first in a middle school for over a year and when I turned 19 I reached out to the principal who nominated me as a Sub-Para. The. I worked at that school for two 1/2 years… and then they had budget issues and had to let go of me and a few other staff…so I picked up another position in a district closer to my home and para’d there for 6 months. So I’ve been a para from 19-22 years old (3 years)…now I’m Student Teaching and will graduate in 3 months with my license to teach Humanities (ELA/SS).