About
Employment
New Teacher Experience
At Masters, we believe that all new members of our faculty deserve an intentional and meaningful onboarding experience. Based on the principle that belonging is a prerequisite for growth, we designed this program to help our newest colleagues find their footing, connect with with each other and start to learn the ropes.
Whether you’ve been teaching for 30 years or next year will be your first year in the classroom, you will be a part of this cohort that gathers to learn about each other, to ask and answer important questions about all aspects of school life at Masters, and to begin the ongoing process of understanding how to make our mission come to life for our students.
Whether you’ve been teaching for 30 years or next year will be your first year in the classroom, you will be a part of this cohort that gathers to learn about each other, to ask and answer important questions about all aspects of school life at Masters, and to begin the ongoing process of understanding how to make our mission come to life for our students.
List of 7 items.
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New Faculty Institute
New teachers come to Masters a week earlier than returning teachers to participate in the New Faculty Institute (commonly referred to as NFI). During the week, new teachers explore a variety of pedagogical topics, including The Masters School’s student-centered approach, the Harkness method of teaching, and research related to growth mindset and issues of equity and inclusion. New teachers also have an opportunity to familiarize themselves with our policies and procedures. -
Mentoring
Each teacher is assigned a mentor as part of a division-specific mentoring program. Mentor pairs meet formally and informally to go over practical concerns, such as the schedule and day-to-day policies and practices. To enhance the depth of their ongoing conversations about the craft of teaching, mentors and new teachers also visit each other’s classrooms. -
Evening Explorations: Pedagogical Deep Dives
New teachers gather four times a year in the evening for pedagogical “deep dives.” Topics may include lesson planning, scaffolding, metacognition, feedback and assessment. -
Faculty Development and Pedagogical Coaching
The School has two pedagogical coaches who serve as developmental supports and are available to discuss teaching and learning at Masters. They provide nonjudgmental, non-evaluative feedback through classroom observations and conversations. -
Department Chair/Administrative Feedback and Support
Even before the start of the school year, department chairs and/or supervisors communicate with new faculty regarding curricular goals and other relevant information. New faculty members can also anticipate feedback from a supervisor during their first year through at least one announced class observation that includes pre- and post-observation conversations. The goal is to provide ongoing, constructive feedback and support through regular contact. -
MAGNETs
During year two, teachers will collaborate with the pedagogical coaches to create a MAGNET goal (MAGNET is an acronym for a mission-driven, annual goal to nurture effective teaching). Setting and working towards a MAGNET goal, in conversation with the cohort of second year teachers, helps teachers find continued growth and connection to the school’s mission. -
School Visits
Near the end of the second year of teaching at Masters, faculty participate in off-site, professional development days during which groups of year-two faculty members visit other independent schools in New York City and/or Westchester County. During these school visits, they observe and reflect on approaches, network with other educators and explore teaching strategies.
The Masters School
