Faculty - Adolescent Math Teaching Fellows Program

Graduate School Faculty Position: Adolescent Math Teaching Fellows Program

Start date: May 1, 2026 or September 1, 2026 Salary range: Minimum Full-Time Starting Salary is $86,030 (per the collective bargaining agreement)

About Bank Street ----------------

Bank Street College was founded over 100 years ago in the tradition of progressive education and is committed to learner-centered education based on sound developmental principles. The masters programs integrate direct experience with children, teachers, and families; exploration and examination of theory and research; and observation and reflection. Our curriculum supports the development of intellectual curiosity grounded in a social justice orientation.

Position Overview -----------------

This is a full-time faculty position for an instructor and advisor in Bank Street's Adolescent Math Teaching Fellows Program. Currently, this program is an on-ground program with some experiences happening online. The position encompasses course instruction, and may include field supervision, and/or administrative program support. The Adolescent Math Teaching Fellows Program is a new transitional certification program that Bank Street is launching in summer 2025 in partnership with NYC Public Schools (NYCPS). The role at a future time may include teaching and advising in residency and/or more traditional pathways in a range of online and/or on-campus adolescent or all-grades programs.

Candidates must have depth of experience teaching secondary mathematics, ideally in public school settings, as well as demonstrated experience with progressive pedagogies. Experience teaching adolescents with disabilities and adolescents who are English language learners is preferred.

Bank Street College is not a tenure-granting institution, nor does it have traditional professorial ranks. The position is eligible for a renewable 3-year contract pending a review period.

Program Support --------------

All programs in the Graduate School are supported by faculty. For this program, faculty hold additional responsibility for administrative support. This includes:

• Onboarding the incoming Fellows cohorts
• Communicating with NYCTF and updating shared documents, records, and reports
• Collaborating with Bank Street's Enrollment Management and Student Services (EMSS) team
• Collaborating with the program director and/or program faculty
• Leading and/or participating in program meetings
• Collaborating with the program chair
• Confirming site placements
• Supporting advisors
• Supporting adjuncts
• Building program tools and resources
• Other responsibilities as needed

Instructional Responsibilities ---------------------------

Courses in the Graduate School run from September through the end of July, and instructors must be available to teach throughout this timeframe online and/or in person as needed. One course is typically 15% of a faculty member's load. We are looking for expertise in secondary math content and math pedagogy. Knowledge of adolescent development is required.

Supervised Fieldwork Responsibilities --------------------------------------

Supervised fieldwork makes up 20-40% of a faculty member's load, depending on the structure of the program. Responsibilities of a fieldwork advisor include, but are not limited to:

• Observing up to 18 advisees regularly in their placements and conducting three-way meetings with graduate students and their mentor teachers.
• Convening and facilitating regular one-on-one meetings with each advisee to support the development of practice through reflective supervision.
• Facilitating weekly or bi-weekly, 2-hour conference group meetings to support graduate students in building a professional learning community.
• Providing academic and programmatic guidance, following degree requirements, and College policy.

Additional Responsibilities ---------------------------

All full-time faculty must engage in service to the community through committee work and participation in program, department, and divisional meetings (which are a mix of in-person and online meetings); and mentor graduate students on their integrative master's projects, as is appropriate.

This position is based in our Manhattan campus, but requires flexibility to teach online and in locations in other boroughs.

Skills required include:

• Excellent communication and collaboration skills.
• Ability to build relationships and partnerships.
• Flexibility and adaptability.
• Strong organizational skills.

Qualifications: ----------------

• Masters in education or related field is required
• Doctorate in education or related field is preferred
• 5 or more years of teaching experience teaching secondary math, preferred
• Experience working with NYCPS is preferred
• Experience working with NYCTF is preferred
• Experience teaching in higher education is preferred
• Some administrative experience is preferred

About Bank Street College -------------------------

Bank Street College is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families. Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow. From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children.

At Bank Street's Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation. Our children's programs-Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS-foster children's development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth.

The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults. The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.