Resident STEM Teacher

The Resident STEM Teacher is an entry-level, developmental teaching role designed for individuals who are passionate about science, technology, engineering, and mathematics education but are not yet ready for the full responsibilities of a classroom teacher. Residents work alongside highly effective mentor teachers, receiving tailored professional development, pedagogical training, mentoring, and ongoing support to build their professional effectiveness and personal growth.

This residency program is designed to prepare residents to transition into a full-time lead teaching role while making an immediate impact in the classroom. Through gradual responsibility, financial and academic support, and a collaborative cohort experience, residents gain the confidence, competence, and credentials needed for long-term success in teaching.

Responsibilities

Year One: Residency & Development

• Co-plan and co-deliver engaging STEM lessons aligned to high school standards under the guidance of a mentor teacher.
  
  
• Support classroom instruction by leading small groups, tutoring sessions, or lab demonstrations.
  
  
• Utilize the Danielson Framework to strengthen content delivery and pedagogy.
  
  
• Participate in regular classroom observations, professional development, and external site visits to examine highly effective teaching practices.
  
  
• Receive ongoing “highly effective observations” and coaching to synthesize best practices and apply them to instruction.
  
  
• Transition gradually from assisting roles to increased classroom leadership, ultimately preparing to serve as a classroom teacher.
  
  

Ongoing Responsibilities & Growth

• Build strong, positive relationships with students to foster engagement, belonging, and a love for STEM.
  
  
• Reinforce classroom culture and expectations to maintain a structured, joyful learning environment.
  
  
• Incorporate hands-on, inquiry-based strategies and technology to promote critical thinking.
  
  
• Participate in individualized coaching and mentoring sessions focused on student outcomes and professional growth.
  
  
• Engage actively in a residency cohort to collaborate, share best practices, and support one another.
  
  
• Upon successful completion of the residency year, receive priority consideration for classroom teacher placement at a Friendship PCS campus or a partnering school.

Residency Benefits

Financial Support

• Earn while you learn: participants receive a salary and full benefits while working toward completion of teaching credentials.
  
  

Professional Development & Networking

• Specialized professional development in content, pedagogy, and culturally responsive practices.
  
• Opportunities to attend conferences and networking events centered on elevating and supporting Black male educators.
  
  

Graduate Coursework

• Apply pedagogical theory directly to classroom practice while pursuing a Master of Arts in Teaching (MAT) through American University’s 18-month program.
  
  

Gradual Transition into Teaching

• Unlike traditional teacher prep programs, the residency provides a step-by-step transition into lead teaching, building confidence and competence over time.
  
  

Mentoring & Coaching

• Receive individualized coaching, observations, and support from both an instructional specialist and a mentor teacher, aligned to your personalized development plan and student goals.
  
  

Cohort Model

• Collaborate, share, and grow alongside peers in a supportive cohort of Resident STEM Teachers.
  
  

Job Placement & Beyond

• Priority placement as a Lead Teacher within Friendship Public Charter School or partner districts upon completion.
  
• Continued access to mentoring, professional development, and support even after transitioning to a lead role.
  

Qualifications

• Bachelor’s degree required (STEM major or coursework strongly preferred).
  
• Demonstrated interest in teaching, education, and equity.
  
• Experience working with youth (tutoring, mentoring, coaching, or after-school programs) preferred.
  
• Strong collaboration, communication, and organizational skills.
  
• Commitment to continuous learning, professional growth, and openness to coaching and feedback.

FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws.  This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment.  Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.