Alternative Program- Founding STEM Teacher

Who We Are

Comp Sci High Alternative (CSH_ALT) is a new charter alternative high school program in the South Bronx, enrolling its founding cohort of 35 students, and launching in August 2026. We are designed for students who are over-age, under-credited, or returning after disrupted schooling and need a different path to success and to graduation.

CSH_ALT exists because Comp Sci High’s mission is to give every South Bronx student a path to economic freedom, and traditional high school models do not work for all students in the South Bronx. When students struggle in school, get involved with juvenile justice, or lack stable housing, we see this as a systems failure, not a student failure. That is why we are launching a new alternative program as a small “school within a school.”

CSH_ALT is small by design, relationship-driven, and focused on helping students earn a real diploma and transferable skills that support employment, training programs, and long-term economic stability by the age of 25.

As a founding team member, you are expected to be prepared for this reality–ready to do the work, navigate challenges, and contribute to building something real, authentic, and meaningful. This role is for educators who want to help design a school model grounded in strong instruction, clear systems, and deep relationships, rather than step into a fully formed program.

We blend in-person instruction, technology-supported coursework, and career-connected learning to create a structured yet flexible environment where students are known, supported, and held to high expectations. As a founding team member, you will help shape the culture, systems, and instructional model of a brand-new school built on dignity, relevance, and second chances.

Our Values and Beliefs

At Comp Sci High Alternative, our values define how we do the work, how we teach, lead, and show up every day. We value diverse views and opinions, but these are the mindsets we need in every member of our team:

• This is hard work. The most important work usually is. We serve young people who have been disconnected from school and often from other foundational supports, and we expect staff to be energized by that responsibility, not intimidated by the mission or afraid of our students.
• Presence matters. Students are constantly observing how adults move, speak, and carry themselves. How you show up is part of the lesson. Staff are expected to model confidence, professionalism, and purpose while remaining authentic and adaptable.
• You are a founder. As a founding team, we are building this school in real time. This requires flexibility, persistence, shared responsibility, and consistent follow-through.
• You are uncompromising. We’re radical in our honesty–our students need truth, not sugarcoating, so we keep it all the way real. We’re radical in our expectations–we hold a high standard, and correct clearly because correction here is care. We’re radical in our care–we know that authenticity builds trust, and trust is earned when students know we are preparing them for the realities ahead, not protecting them. We’re radical in our consistency–we hold the line every single time, we follow through on what we say, and we do not move the standard based on moods or moments. Students trust adults who are steady, predictable, and aligned in word and action.

In addition to achieving individual goals, every CSH_ALT team member is expected to demonstrate commitment to Comp Sci High’s SCORE values.

SCORE values:

• Self-Awareness: Understand the impact of my actions on students, families, and colleagues; seek feedback and make meaningful adjustments over time.
• Consistency: Honor commitments through presence, punctuality, preparation, and follow-through; communicate proactively when challenges arise.
• Ownership of the Community: Build respectful relationships with students, families, and colleagues; learn about and honor the cultures of the communities we serve; speak directly with-not about-my colleagues; and take responsibility for mistakes by acknowledging their impact.
• Resilience: Recover from setbacks, repair strained relationships, and move forward with determination and purpose.
• Excellence: Believe in the boundless potential of our students by pushing them to grow; deliver high-quality work for students, families, and colleagues every day.

At CSH_ALT, culture is not managed; it is practiced daily. We hold ourselves to these standards because our students are watching, learning, and building their own sense of what it means to be part of a strong, accountable community.

The STEM Teacher Role

Vision for the Founding STEM Teacher- CSH_ALT Role: This is different. By design. STEM at CSH ALT is experimental, alive, and hybrid. This is not a comfortable or predictable classroom. It is demanding. It requires constant adjustment, strong content knowledge across Math and Science disciplines, and the stamina to respond to students who enter with real academic gaps.

Our hybrid structure pairs Edmentum, an online Regents-aligned platform, with live, strategy-driven instruction. The platform provides pacing, standards alignment, and real-time data. The STEM teacher is expected to act on that data immediately.

That means:

• Pulling small groups for targeted reteaching
• Running skill-based math workshops
• Conducting lab-based science interventions
• Conferencing one-on-one to close conceptual gaps
• Redesigning problems when students are stuck
• Adjusting instruction in real time

The room moves because the teacher moves. Nothing is static.

This curriculum is in development–we’re building something new. The STEM teacher is a co-designer and builder, shaping what a true hybrid STEM course can look like for disconnected youth in the Bronx. That means constantly refining units, analyzing results, adjusting supports, and trying again when something does not work.

Success is not abstract. It looks like students who came in behind making measurable gains. It looks like numeracy gaps closing because interventions were intentional. It looks like Regents pass rates in Algebra I, Living Environment, and other required STEM exams increasing because the hybrid instruction was executed with precision. It looks like a classroom that runs on structure, clarity, and high expectations.

It also looks like students understanding how math applies in real life. At CSH ALT, math is not taught in isolation. Students should leave understanding how algebra connects to budgeting, trades, construction measurements, entrepreneurship, interest rates, data analysis, healthcare, and workforce pathways. The STEM teacher is expected to integrate real-world, career-connected applications into instruction so students can see the relevance of what they are learning beyond the Regents exam.

This work is challenging. Many students enter with IEPs, 504 plans, and significant numeracy and foundational skill gaps. The STEM teacher must maintain rigor while personalizing access and cannot lower standards because the work is hard. The expectation is growth and mastery.

This role requires knowledge of Algebra I, Geometry, Algebra II, Living Environment, Earth Science, and foundational science content, and the ability to move across them without hesitation. Hybrid done well is not easier. It is harder. It demands preparation, adaptability, and intellectual range. If you are looking for simple or scripted, this is not it. If you are ready for serious work, this is the opportunity.

Who We're Looking For:

• Demonstrate strong working knowledge of New York State Regents requirements across STEM courses, including Algebra I, Geometry, Algebra II, Living Environment, and related science content areas
• Design and deliver Regents-aligned curriculum that builds conceptual understanding, procedural fluency, and scientific reasoning
• Teach STEM courses to students across multiple credit levels and readiness levels in a transfer school setting (this role is not grade-specific)
• Facilitate daily, structured problem-solving and inquiry aligned to lesson objectives and Regents skills
• Use instructional time strategically and leverage additional Regents preparation opportunities (e.g., Mock Exams, targeted skill practice, and Saturday prep) to ensure that 95%+ of students are on track to pass required STEM Regents exams
• Support students in developing Regents-aligned mathematical reasoning and scientific literacy
• Monitor student progress toward credit completion and Regents exams using formative and summative data
• Serve as an advisor to a small group of students, maintaining regular communication with families
• Collaborate with colleagues, counselors, and school leadership to support student engagement, attendance, and academic progress
• Maintain clear routines, consistent expectations, and reliable follow-through
• Conduct proactive outreach and follow-up with students and families as needed to support persistence and completion

Hours

Classes run on a flexible schedule. Teachers work 1:00 PM – 9:00 PM, with student classes beginning on or around 3:00 PM.

We operate on an alternate summer schedule with additional professional days built into the school year. Fridays are off during the school year and balanced with scheduled summer work focused on curriculum building and hybrid refinement.

Specific calendar details will be shared during the interview process.

Pay and Benefits

Salary: $80,000 - $120,000. We offer very competitive benefits, commensurate with experience, and great opportunities for professional and career development.

To Apply

Submit a resume and cover letter detailing your experience and interest in our work to www.compscihigh.org/join.

Comp Sci High is an equal opportunity employer and welcomes candidates from all backgrounds.