• believe we must all do whatever it takes to ensure all students are not only accepted to college but graduate successfully from college;
• believe in measuring student academic achievement in tangible ways;
• believe that data should drive instruction and that curriculum should be based on clear and rigorous standards;
• believe in reflecting on their performance with the desire and humility to grow in and improve upon their craft in the interest of student achievement;
• believe in having the highest expectations for all students and not making excuses for them, the school, or staff;
• believe that students, families, teachers, and school leaders should be held strictly accountable for their work;
• believe in building a positive school culture where respect, enthusiasm, effort, achievement, perseverance, community, and hard work are valued; and
• believe that for every problem, there is a solution, that if we can't find the answer immediately, we simply work longer, harder, and smarter.

Candidates should be able to demonstrate a mastery of subject knowledge, a proven ability to manage a classroom, the desire and ability to work up to the standards of a high-performing team, and an entrepreneurial spirit and approach to teaching and school reform. Ideally, candidates will have at least two years of teaching experience in an urban school.