Part 1 – Subject Area Preferences
The New York City Teaching Fellows is committed to recruiting Fellows to teach in subject areas where students need them most. Typically our high need subject areas are special education, science, math, bilingual, English, Spanish, and ESL.
If you are interested in teaching science, math, bilingual, English, Spanish, or ESL, please respond to the short answer questions in section A. If you are interested in teaching students with special needs, please respond to the short answer questions in section B.
Please respond to the short answer questions that correspond to your first subject area preference. You must answer the questions in either section A or section B.
A1. Why do you want to teach science, math, bilingual, English, or ESL in New York City? (150 words)
A2. Do you believe you will be effective in improving student academic achievement in these subject areas? If applicable, please include relevant personal, work, academic and/or volunteer experience that supports your interest in teaching one of these subjects. (150-250 words)
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B1. Why do you specifically want to teach students with disabilities/special needs? (150 words)
B2. What challenges do you expect to face teaching students with special needs? What skills or experiences do you have that will help ensure academic achievement for your students? (150-250 words)
Part 2 – Teaching In Low-Income Communities
All candidates for the NYC Teaching Fellows program must complete both questions in Part 2.
Teachers in low-income communities often face challenges such as poor student attendance, limited parental involvement, and low literacy rates. How do you define academic success for students in low-income communities? How does a student’s socio-economic status impact their potential for academic success? (150 words)
Do you believe you will be successful in ensuring high academic achievement for all students coming from low-income communities? Why or why not? Describe any experience (including experience working with low income populations) and/or skills that will help you overcome these challenges. (150-250 words)
Part 3 – Scenario
Three weeks into the school year at a high need school, you notice that one of your eighth grade students is consistently disengaged during lessons. She rarely answers questions, and when you call on her, she typically shrugs her shoulders and says, “I don’t know.” Even when other students are engaged, you often find her listening to her iPod, engaging in off-topic conversation, or putting her head down on her desk. Your assessments show that the student is well-below grade level in reading and mathematics. Answer both of the questions below.
1. What are some likely causes of the off task behavior and what action steps would you take to determine these causes?
2. Explain two ways you would address the student’s low academic performance. To what extent do you believe these strategies will be successful?
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