[2026-2027] Middle School History Teacher (BwCCS2)

Job Description

Job Description

About Beginning with Children (BwC)

Beginning with Children Education Network (BwC) is a network of public charter schools founded over 30 years ago in Brooklyn, NY, committed to preparing students to thrive in college and beyond. Our schools—Beginning with Children Charter School 2, Community Partnership Charter School, and Community High School—serve students in grades K–12 and are grounded in a belief that all students deserve access to rigorous, student-centered, and joyful learning environments.

At BwC, we are deeply committed to equity, academic excellence, and strong relationships. We invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom.

About BwCCS2 Middle School

BwCCS2 Middle School is a nurturing community that fosters a love of learning and strong character development. Our students build academic excellence while embodying G.R.I.T.—Good Judgment, Resilience, Integrity, and Teamwork.

Role Overview

We are seeking a Middle School U.S. History Teacher for grades 6–8 for the 2026–2027 school year. The U.S. History Teacher will provide rigorous, engaging, and culturally responsive instruction that helps students develop a strong understanding of United States history while strengthening their critical thinking, historical analysis, discussion, research, and writing skills.

The ideal candidate will have strong content knowledge in both U.S. History and World History and will help students examine historical events, systems, and perspectives through inquiry, discussion, primary and secondary source analysis, and evidence-based writing.

This role may include General Education, Special Education, ICT co-teaching, or SETSS responsibilities, depending on certification, experience, and school need.

Key Responsibilities History Instruction & Curriculum

• Deliver rigorous, standardsaligned U.S. History instruction to students in grades 68.
• Design engaging lessons that build students’ understanding of historical events, movements, systems, individuals, and diverse perspectives.
• Apply strong content knowledge in both U.S. History and World History to help students understand historical context and global connections.
• Support students in analyzing primary and secondary sources, historical documents, maps, images, artifacts, data, and other forms of evidence.
• Teach students to evaluate sources, develop claims, cite evidence, and construct clear historical arguments.
• Strengthen students’ historical reading, writing, vocabulary, research, discussion, and analytical thinking skills.
• Create opportunities for meaningful inquiry, discussion, debate, collaborative learning, and projectbased learning.
• Incorporate diverse voices and perspectives to help students develop a comprehensive and inclusive understanding of history.
• Differentiate instruction to meet the needs of diverse learners and ensure access to gradelevel content.
Assessment & Data
• Use formative and summative assessments to monitor student understanding and progress.
• Analyze student data to adjust instruction, provide targeted support, and plan interventions.
• Set and track measurable academic goals for students.
• Assess students’ content knowledge, historical reasoning, source analysis, research, and evidencebased writing.
• Provide timely and meaningful feedback to support students’ academic growth.
Special Education & Inclusion
• Implement IEPs with fidelity, including required accommodations, modifications, and specially designed instruction.
• Collaborate with coteachers, SETSS providers, service providers, and families to support student success.
• Support inclusive classroom practices that ensure all students can access rigorous history instruction.
• Maintain accurate documentation and comply with required special education timelines and expectations, as applicable.

Student Support & Classroom Culture

• Create a structured, inclusive, and intellectually engaging classroom environment.
• Build strong relationships with students and families.

Support students’ academic, social-emotional, and character development.

• Promote curiosity, accountability, independence, collaboration, and respect for different perspectives.
• Reinforce schoolwide expectations and contribute to a positive middle school culture.
• Help students develop confidence, voice, civic awareness, and the ability to participate thoughtfully in discussions about history and society.
Collaboration & Professional Practice
• Collaborate with gradelevel teams, content teams, leadership, and families.
• Participate actively in coaching, professional development, team meetings, and schoolwide initiatives.
• Reflect on instructional practice and use feedback to continuously improve.
• Contribute to curriculum development, instructional planning, and the alignment of history instruction across grades 68.
• Contribute to a strong adult culture rooted in collaboration, equity, and shared responsibility for student success.
Qualifications
• Bachelor’s degree required; Master’s degree preferred.
• Strong content knowledge in both U.S. History and World History required.
• New York State Teaching Certification preferred.
• Certification in Social Studies, Students with Disabilities, or a related area preferred.
• Minimum of one year of teaching experience preferred.
• Experience teaching students in grades 68 strongly preferred.
• Experience teaching U.S. History, Social Studies, or Humanities preferred.
• Experience with Integrated CoTeaching, SETSS, or inclusive classroom settings preferred.
• Strong knowledge of historical inquiry, primary and secondary source analysis, and evidencebased writing.
• Demonstrated ability to differentiate instruction for students with diverse learning needs.
• Strong oral and written communication skills.
• Demonstrated ability to collaborate with colleagues and engage with diverse communities.
• Experience teaching English as a New Language students is a plus.
Personal Characteristics
• Passionate about history, civic learning, and student development.
• Committed to equity, excellence, and high expectations for all students.
• Able to present complex and sensitive historical topics accurately, thoughtfully, and inclusively.
• Reflective, flexible, and growthoriented.
• Collaborative and relationshipdriven.
• Strong classroom presence and ability to build a positive, structured learning environment.
• Committed to helping middle school students develop historical understanding, critical thinking, confidence, and academic independence.