KIPP
Runs public charter schools nationwide
Art Enrichment Teacher
Full-time, 100% on-site; occasional travel to other school facilities may be required.
About the job
- A bachelor's degree.
- A personal affinity to the organization's mission and vision and demonstrated commitment to its five core beliefs.
- Successful completion of a professional reference check, proof of identity and work authorization, a state background check, and verification of teaching experience.
- Ability to communicate information and ideas effectively and exchange accurate information in classroom, cafeteria, playground, and professional settings.
- Ability to observe details at close range and maintain visual attention and mental concentration for significant periods of time.
- Ability to meet the physical demands of classroom teaching, including standing, circulating, and occasional lifting or moving of classroom materials.
- Ability to safely lift and move up to 30 pounds independently.
- Ability to use standard office equipment, laptop computers, digital devices, and approved student-information, learning-management, gradebook, and communication platforms.
- Ability to safeguard student data in accordance with FERPA.
- Ability to follow health and safety procedures, complete mandatory reporting, participate in crisis drills, and perform supervision routines.
- Applicants must be currently authorized to work in the United States for any employer.
- Ability to maintain a friendly, respectful, professional, and courteous attitude; model positive stakeholder service; work effectively with team members; and remain prompt and available for flexible scheduling.
- Deliver rigorous, standards-aligned instruction using high-quality instructional materials; communicate daily objectives and success criteria; and check for understanding throughout lessons.
- Plan and adapt units and lessons that build conceptual understanding and fluency, including scripting questions, models, exemplars, anticipated misconceptions, standards-aligned tasks, and rubrics.
- Use daily work, interim assessments, and state assessments to drive instruction; reteach, spiral, and extend learning; and maintain data trackers that inform lesson planning.
- Differentiate and scaffold instruction using choices, visuals, language objectives, and sentence frames; provide accommodations and modifications for students with IEP or 504 plans; and coordinate with DSS and ESL staff.
- Structure purposeful independent work, small groups, centers, and peer discourse requiring evidence, academic language, and grade-level thinking.
- Provide timely, actionable written and verbal feedback tied to rubrics; maintain accurate grades; and manage make-up work systems.
- Design and implement common assessments, ensure item alignment and reliability, and use exemplars and anchors for calibration.
- Establish safe, joyful classroom routines for entry, materials, transitions, and group work that maximize instructional time.
- Maintain high expectations and a growth mindset while selecting culturally sustaining texts, problems, and examples that reflect students' identities and experiences.
- Apply school-wide behavior systems consistently and restoratively using pre-corrections, de-escalation, restorative conversations, and policy-based incident logging.
- Integrate social-emotional learning through explicit skills, mood checks, goal setting, and proactive teaching of replacement behaviors.
- Model school values and professionalism, meet deadlines, uphold duty coverage, and support arrival, transitions, lunch or recess, dismissal, and testing.
- Build relationships with students and families through frequent strengths-based communication and co-create goals and action plans.
- Communicate grades, attendance, behavior, and reading-level progress through scheduled updates and family conferences, using translators or interpretation as needed.
- Participate in back-to-school nights, IEP or 504 meetings, English learner meetings, data nights, testing, community celebrations, recruitment, and retention activities.
- Set ambitious goals for student mastery and classroom culture, track progress, and celebrate growth.
- Participate in coaching, observations, practice-based rehearsal, professional development, and professional learning communities; implement feedback; and reflect on impact using student work.
- Contribute lesson plans, assessments, and student-work artifacts demonstrating professional-development transfer.
- Collaborate to design and refine common assessments and lead or participate in data meetings that produce concrete reteach plans.
- Plan and teach for access and rigor for multilingual learners, students with disabilities, advanced learners, newcomers, and students with limited or interrupted formal education.
- Examine outcomes and discipline data to reduce disproportionality and adjust instruction, grading, and routines accordingly.
- Create structures for student and family voice, including surveys, feedback circles, and classroom leadership roles, and act on the resulting insights.
- Uphold equitable grading and policies through clear rubrics, revision and retake opportunities, transparent late and missing work practices, and representative materials and displays.
- Meet school standards for attendance and punctuality, submit leave requests according to policy, and maintain reliable coverage plans.
- Follow IEP and 504 requirements, secure test materials, deliver accommodations, and complete documentation accurately and on time.
- Submit lesson plans, assessments, and grades by network deadlines and maintain current make-up and retake logs.
- Use approved technology platforms, protect student data, and maintain device and inventory accountability.
- Follow health and safety procedures, complete mandatory reporting, participate in crisis drills, and supervise students.
- Perform duties Monday through Friday during regular work hours established with the supervisor, with occasional evening and weekend work as required.
- Travel to other school facilities using personal transportation when duties require it.
- At least two years of teaching experience in urban, open-enrollment schools.
- Demonstrated success raising student achievement outcomes.
- A state-issued teaching credential.
About the company
KIPP is a network of public charter schools that operates 279 schools across the United States, serving more than 210,000 students and alumni and supported by over 16,000 educators. The organization runs college-preparatory programs focused on long-term student growth and success. Its programs provide rigorous K-12 instruction, with an emphasis on building strong academic skills, character development, and college access. Rather than a single product, KIPP’s value comes from its school network, shared curriculum, professional development for teachers, and a commitment to expanding public education in underserved communities. The goal is to provide high-quality education, improve student outcomes, and expand access to public charter schools for more students.
Company Size
501-1,000
Company Stage
N/A
Total Funding
N/A
Headquarters
New York City, New York
Founded
2000
Get referred to KIPP
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Simplify's Take
What believers are saying
- KIPP Miami gains cheap facility control at Poinciana Park and expands in Liberty City.
- KIPP DuBois' Howard dual-enrollment boosts graduation credibility and HBCU recruiting in Philadelphia.
- KIPP's May 2026 rebrand sharpens employer identity and supports centralized recruiting across the network.
What critics are saying
- KIPP Texas closed seven schools in December 2025, signaling enrollment strain across campuses.
- KIPP Kansas City received a 2026 'does not meet' rating and a letter of concern.
- Broward's 2026 Schools of Hope fight threatens district relationships and facility access across Florida.
What makes KIPP unique
- KIPP Foundation launched The KIPP Five on May 14, 2026, standardizing network behavior.
- KIPP Miami opened KIPP Legacy schools at Poinciana Park under Florida Schools of Hope.
- KIPP DuBois partnered with Howard University for dual-enrollment, adding a clear college pipeline.
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Benefits
Health Insurance
Dental Insurance
Vision Insurance
Parental Leave
Sabbatical Leave
Childcare Support
Elder Care Support
Life Insurance
Disability Insurance
Professional Development Budget
Tuition Reimbursement
Paid Vacation
Unlimited Paid Time Off
Health Savings Account/Flexible Spending Account
Hybrid Work Options
Company News
Broward is closing schools to save money. 'Schools of Hope' could complicate that. By Amanda Rosa August 26, 2026 4:30 AM Gift Article As the Broward School Board debates closing more schools in the effort to right-size the shrinking district, they face another challenge - Schools of Hope charters moving into their facilities. Superintendent Howard Hepburn proposed the board to close 10 schools at a workshop on Tuesday, including William Dandy Middle in Fort Lauderdale, a school where a Schools of Hope charter school plans to move in. KIPP Legacy School, a charter school, will begin operating in a portion of Dandy Middle starting in the 2027-28 school year under Florida's newly expanded "Schools of Hope" law, board member Jeff Holness said in the meeting. The law, which was established to allow approved charter operators, like KIPP, to open schools near underperforming district schools, now allows charter school operators to run their own school programs in vacant or underutilized district school buildings at nearly no cost. In Miami-Dade, KIPP has already taken over the old Poinciana Park Elementary school building, which the district is leasing to them for one dollar. Broward County Public Schools is in dire financial straits after years of declining student enrollment - this year alone they lost 11,000 students - resulting in over 60,000 empty seats district wide. The school board closed and consolidated six schools last school year to save money. But amid the discussion about school closures, the board members also had to grapple with the potential financial strain that Schools of Hope operators setting up shop inside district-owned properties could cause the already cost-burdened district. 'A very nice way to kick us out of all our buildings' Dandy Middle has the capacity for 1,133 students, but only has 665 enrolled. KIPP plans to occupy about 25 percent of the available seats at the school, said Valerie Wanza, the BCPS Chief Strategy & Innovation Officer. "They are looking to eventually occupy whatever capacity is available that the actual Dandy Middle School does not occupy," Wanza said. Holness expressed concerns that the school district may still be liable to pay for certain costs if it closes Dandy Middle and allows KIPP to "take over" the vacant building. He suggested delaying any decision on closing Dandy for now. Instead, he said the school board should consider closing the middle school portion of Dillard 6-12 and move those middle schoolers to Parkway Middle. "If we close William Dandy as it is, we're basically giving that school over," Holness said. The school board directed the Superintendent to determine what the district's financial obligations would be if a Schools of Hope charter occupied a closed school. That information will be available later this week, a district spokesperson said. BCPS General Counsel Kathy Dupuy-Bruno said in the meeting that if a district-run school colocates with a School of Hope, the district is financially responsible for the building's maintenance costs, but it can negotiate for the charter school to pay for its portion of the utilities it uses, like electricity. KIPP's contract with Miami-Dade County Public Schools for Poinciana Park Elementary placed most of the operating expenses on the charter company. KIPP even invested about $2.4 million for improvements to facility over the summer before opening. Schools of Hope supporters say the program offers parents in districts with low-performing schools more options, while critics say the program siphons resources from district-run public schools. Broward school board members are among the latter. "This seems like a very nice way to kick us out of all of our buildings," said board member Maura Bulman. School board member Adam Cervera shared his concerns over how Schools of Hope may impact the already cash-strapped school district as it closes schools to save money. "This board needs to know essentially what our options are to protect those facilities," Cervera said. "Because it doesn't make a lick of sense to me for us to be doing this to potentially save taxpayer money... and then Schools of Hope comes in, and then we have to fund the majority of their operations, pursuant to the statute." This certainly won't be the last discussion the Broward School Board has on Schools of Hope. Four out of the 10 schools recommended for closure, including Dandy, fit the criteria to become a space for Schools of Hope, Wanza said. But so far, only Dandy Middle has been tapped for Schools of Hope. Holness told Hepburn he'd like the district to have a plan in place for what it intends to do after it closes a school that is eligible for Schools of Hope, like lease or sell it. "Yep, you got our commitment on that," Hepburn said. 'Why are we rushing this?' Along with Dandy Middle, Hepburn proposed the board close the following schools and send those students to other schools: Banyan Elementary in Sunrise, Coral Springs Elementary in Coral Springs, Silver Lakes Elementary in Miramar, Dolphin Bay Elementary in Miramar, Hollywood Park Elementary in Hollywood, Lloyd Estates Elementary in Oakland Park, Oakridge Elementary in Hollywood, Forest Glen Middle in Coral Springs, Walter C. Young Middle in Pembroke Pines. For about seven hours, board members pored over the details of Hepburn's proposal, asking questions, pitching ideas and ditching their ideas. Board member Allen Zeman suggested closing 26 schools, including the 10 Hepburn recommended, then revisiting school closures on a two-year cycle. "I don't think that's bold," he said. "I think that's right." Board member Lori Alhadeff expressed caution. "You are stirring the pot and making people very upset," she said about Zeman's proposal to target so many schools at once. Other board members showed interest in adding three or more schools to the proverbial chopping block, but ultimately decided not to by the end of the meeting. Cervera said he wanted to see data on the financial benefit of closing the schools and criticized the district "shuffling" employees from building to building, which Hepburn pushed back on. He also said the district is moving too fast to close schools before the calendar year ends and not allowing enough time for community feedback. "Why are we rushing this?" Cervera said. "Why is the lack of community involvement so apparent this go around that I'm starting to hear phrases from colleagues such as, 'We just need to rip the Band-Aid off and we just have to go go go.'"
Why college readiness isn't enough with KIPP Foundation's Shavar Jeffries. By Jim McCann At the iConnections Global Conference, Shavar Jeffries, CEO of the KIPP Foundation, joins Jim McCann of Worth to discuss the future of public education - and what it truly takes to create opportunity at scale. The conversation explores education as a lever for economic mobility, the importance of long-term investment in students, and why systemic change requires both public commitment and private support.
KIPP DuBois seniors earn college credits through Howard University dual-enrollment program. By6abc Digital Staff A group of seniors at KIPP DuBois Collegiate Academy is finishing high school while beginning their college careers, thanks to a dual-enrollment partnership with Howard University that is reshaping access to higher education and Historically Black Colleges and Universities. The program allows eligible students to take Howard University courses online while still enrolled in high school, giving them a direct pipeline to an HBCU experience and the opportunity to earn college credits before graduation. "It's inspired me to get ready for the rigorous work that colleges to hold, because high school is very different than college," senior Tysean White said. Senior Karmella Grant said the experience has helped her envision the next step in her education. "I think it's really cool because we get to step into, like, how college is going to be, in a way. Even though it's online, I feel like I'm still getting that experience. And it's like, it's Howard." Tysean and Karmella are among a cohort of KIPP DuBois students now entering their second semester of dual enrollment. School leaders in Parkside say the program has helped boost graduation rates and expand students' understanding of what is possible after high school, particularly when it comes to attending an HBCU.
KIPP Antioch Global High School opens in former Macy's store at Global Mall.
WeCode KC is partnering with Kipp Legacy High School in Kansas city for the new program WeCodeThaBloKC, which aims to help youth from underserved communities break into the high-paying, in-demand tech industry.