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The Achievement First Teacher-in-Residence Program

The Teacher-in-Residence program is an amazing opportunity for recent top college graduates, with little or no teaching experience, who want to start a career in education.  The Achievement First Teacher-in-Residence program provides a clear, one-year pathway into a career as a teacher at Achievement First. During the course of a twelve month residency, teachers-in-residence receive high quality professional development, work alongside Achievement First’s strongest teachers, and gain hands-on experience in the classroom through co-teaching and small group instruction.  

Please read the job description for more information. Connecticut, New York and Rhode Island are now accepting applications. Apply online here.

Why become an Achievement First Teacher-in-Residence (TIR)?

    • New AF teachers usually have approximately three years of teaching experience prior to joining AF. The teacher-in-residence program offers new educators a unique opportunity to begin their career at AF.
    • TIRs receive unique, individual support at both the school and network level – providing them the opportunity to learn from the best and receive regular feedback as they launch their careers. TIRs gain increasing responsibility for classroom instruction throughout the year, and successful TIRs end the year prepared to be lead teachers.
    • The first year of teaching can be incredibly challenging, particularly when development and support is limited. TIRs have intentional development, support from mentor teachers and coaches, and gain increased responsibility in the classroom over the course of the year to set them up for long-term success in the field of teaching.

What support do Achievement First Teachers-in-Residence (TIRs) receive?

    • In New York, Achievement First has partnered with Relay Graduate School of Education to provide weekly professional development and training tailored especially to the needs of new educators. 
    • TIRs are paired with the strongest teachers at their school so that they can both support and learn from these exemplary educators. TIRs spend time each week observing and supporting these teachers and receiving regular feedback and support.
    • TIRs within a region come together throughout the year for TIR-only events to learn and develop as a group. These events include a small group dinner with our co-CEOs and panel discussions with experts in the field and former TIRs who are now AF teachers, as well as informal social gatherings.

A typical day in the life of a TIR

    • 7:15 – 8:30 a.m.: Supervise breakfast and check homework. Ensure that all students are in uniform, high behavioral standards are maintained at all times, and that all students have put their homework in the HW bins. Check in with a few students to help them have a strong start to the day.
    • 8:30 – 9:30 a.m.: Observe and support mentor teacher. During part of the math lesson, circulate to check student answers and provide instant feedback. During independent work time, pull a small group of three students to review and re-teach yesterday’s aims.
    • 9:30 – 10:15 a.m.: Serve as lead teacher during a small group for reading intervention. Work with a group of four struggling readers. Chart their progress on a Google Doc that the rest of your grade level team can follow.
    • 10:15 – 11:00 a.m.: Weekly check-in with mentor teacher
    • 11:00 a.m. – 12:00 p.m.: Supervise lunch
    • 12:00 – 1:30 p.m.: Co-teach in social studies class. Support the lead teacher in class.
    • 1:30 – 2:00 p.m.: Grading time. Work with the social studies teacher to grade the work from class and develop a plan to support students as they revise their work the next day.
    • 2:00 – 2:30 p.m.: Call families to provide updates on students. With your grade level team, call families to provide positive updates on students’ academic performance and character development.
    • 2:30 – 3:45 p.m.: Prep time for tomorrow’s lessons
    • 3:45 – 4:15 p.m.: Support student dismissal
with AF