Physical Education Teacher (Middle School)

Join a team of master teachers and earn a $140,000 salary at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal, and on 60 Minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world‑class teachers, while re‑imagining the teaching profession as a place in which teachers prioritize their own growth—as pedagogical experts, intellectual seekers, and community leaders.

Watch the video below to learn more about TEP’s investment in teachers.

About the Role (Responsibilities)

TEP is deeply committed to Physical Education, evidenced by the fact that TEP students receive one full period of Physical Education every single day, across every single grade. As one of the three pillars of our program (Academics, Arts, and Athletics), TEP treats Physical Education as a full‑fledged academic subject, and not as an elective meant to supplement. You will collaborate with other grade‑level teachers to integrate physical education into the broader middle school educational experience, ensuring that students develop healthy habits and love for physical activity.

Each Middle School Physical Education teacher teaches all of the students on one grade level each school day, in classes that emphasize student progress in physical activity through skill instruction, structured sports, and cooperative games. Physical Education teachers also incorporate Health Education, emphasizing nutrition and fitness concepts to ensure students are building out a healthy lifestyle. Finally, Physical Education teachers coach a number of TEP competitive sports teams, which include basketball teams, a girls’ volleyball team (3-time defending champions), and more!

Middle School

Middle School teachers will work in a state‑of‑the‑art learning environment carefully designed, built, and crafted to spark joy and instill a love of learning for TEP students. Our school building in the Washington Heights/Inwood community, provides a perfect learning environment for developing students by providing innovative classroom settings, a well‑equipped gymnasium designed to support engaging physical education classes, a high‑tech performing arts space, and an indoor/outdoor café where meals are prepared fresh on a daily basis for students and staff.

About You (Qualifications)

• Deeply aligned to TEP’s mission of providing a world‑class education to historically under‑resourced student communities (90% of TEP students qualify for free or reduced‑price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi‑Lingual Learners).
• Classroom experience: Minimum of 3 years of lead teaching experience, at least 2 of which must have been in classrooms that support Special Education students from 4th through 9th grade classrooms in a public charter school, traditional public school, or private school setting.
• The ability to design and implement an engaging physical education curriculum that aligns with physical education state standards and encourages a lifelong commitment to health and physical activity.
• Outstanding verbal ability and strong communication skills.
• Certification requirements: Physical Education Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective Physical Education teachers that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application.
• Education requirements: TEP adheres to the educational background requirements outlined within the individual pathways to NYS teaching certification (see above), and does not require any additional degree programs for Physical Education Teachers.

Why TEP (Benefits)

At TEP, growth isn’t just for our students—continued growth is also a central priority for our teachers. That’s why we’re redefining the teacher experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations.

• Compensation: Master Teachers earn an annual salary of $140,000 , with the opportunity to earn a significant annual bonus up to $35,000 based on whole school performance
• Redefined Work‑Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration
• Unmatched Educator Talent: Be surrounded by a collaborative community of experienced, passionate educators who care about educational equity
• Time Off: Approximately 10 weeks of vacation per year (all school vacations)
• Employee Wellness: We value your well‑being through our Staff Food Program, Staff Retreats, and Wellness Programming
• Healthcare: World‑class medical, dental, vision, Short‑Term Disability (STD), Long‑Term Disability (LTD), and Life Insurance policies
• Family Focus: Parental leave and dependent care account so you can care for your loved ones
• 403b Retirement Plan: We care about your ability to save for your future
• Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements

Join us for an VIRTUAL info session!

If you or a friend is interested in applying for a teaching position at TEP, join us for a virtual information session with TEP’s Senior Leaders. Learn more about the teacher application process and what it’s like to teach at TEP.

Application Process

TEP is designed and structured around the belief that great teachers are the key to achieving educational success for students. As such, we require applicants to demonstrate their qualifications throughout the application and hiring process. The requirements for each applicant include:

• Resume: Applicants must submit an up‑to‑date resume
• Cover Letter: Applicants must submit a well‑written cover letter highlighting their specific interest in joining the TEP community
• Submission of Teaching and Learning: Applicants must submit a portfolio of student work, assessment data for a class of students, or an original curricular tool that they have personally developed

The requirements forthe Submission of Teaching and Learning are specified in detail below:

SUBMISSION OF TEACHING AND LEARNING ** :** Submit one of the following three options:

Option A: Portfolio of Student Work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

Option B: Assessment Data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self‑created assessments. The assessment data can be provided in any form that you choose (official documents with students’ last names crossed‑out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

Option C: Original Curricular Tool of any form that you have personally developed. The requirement here is deliberately open‑ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students’ learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc. The curricular tool must also be accompanied by a written narrative that provides background on the tool, how the tool functions, and speaks to the impact of the tool within your classroom. There is no minimum or maximum length for the narrative.

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