Back to jobs
New

High School Culinary Arts/Cooking Club Content Specialist (2025 - 2026)

New York, New York, United States

High School Culinary Arts/Cooking Club Content Specialist (2025 - 2026)

Positions Report to High School Program Manager and OST High School Program Team

Schedule: Tuesdays from September  9th, 2025 - June 16, 2026

Hours: Tuesdays and Thursdays, 4:30 pm to 6:30 pm; plus 3 hours of paid planning and meeting/admin 

time per week

Compensation: $44.29 per hour

FHSA: Non-Exempt

Who We Are

Founded in 1958 as a children’s reading group, East Harlem Tutorial Program (EHTP) has grown into a dynamic multi-site after-school program for students in traditional public schools and a network of public charter schools dedicated to dramatically increasing the college graduation rate in East Harlem. We believe that all young people deserve access to an excellent education without having to leave their community. East Harlem is a vibrant neighborhood that has long faced systemic educational inequities, and we work in close partnership with students and families to help them unlock their limitless potential. Our schools and programs provide rigorous, engaging academics combined with holistic support, ensuring that students develop the critical thinking skills, confidence, and knowledge necessary to excel in college and beyond.

At EHTP, we strive to be an agent of change in the fight for racial equity, recognizing that education is a powerful tool for transformation. Through a rigorous, student-centered curriculum, we prepare our scholars to challenge the status quo, think critically, and become leaders who shape a more just world. Our commitment to anti-racism is woven into every aspect of our work—from our instructional practices and professional development to our organizational policies and community engagement. As educators and staff, we continually examine our own biases and identities, ensuring that our classrooms and programs are spaces of inclusion, empowerment, and academic excellence. Read our racial equity statement here.

About the Opportunity

We are seeking a dedicated and creative Culinary Arts Content Specialist to develop and teach a cooking class for high school students in our after-school program. The ideal candidate is passionate about food education, youth development, and social justice. This role is ideal for someone who enjoys teaching real-world cooking skills while introducing students to concepts like food insecurity, food waste reduction, healthy eating, and sustainability.

As a Content Specialist, you will plan and facilitate engaging, hands-on culinary lessons using our provided unit structure, while adapting to students’ interests and needs. You’ll collaborate with group leaders, support classroom management, and help students build confidence in the kitchen, even if they’ve never cooked before. This includes but is not limited to taking attendance, communicating expectations with students, team meetings, and staff check-ins, and fostering a welcoming environment in your classroom, both in person and online.

You are responsible for regularly assessing students’ growth and using data to inform instruction. You will also support individual behavior needs and engage with students and families during personal appointments. You will always promote a safe, respectful, and inclusive environment for students, staff, and partner organizations. As a Content Specialist, you play a critical role in ensuring our scholars grow academically and have a positive learning experience. This is an in-person role for the upcoming 2025-2026 school year. 

What Qualifies You

Mission and Core Values

  • You believe in EHTP’s mission and racial equity statement.
  • You exemplify our Core Values (SCHOLAR: Service, Courage, Humility, Originality, Leadership, Achievement, Reflection).

Technical Skills and Knowledge

  • Food Safety & Sanitation: Knowledge of basic food safety guidelines, including handwashing, cross-contamination prevention, proper food storage, and cleaning protocols.
  • Knife Skills & Equipment Handling: Proficient in demonstrating safe knife use, basic cuts (e.g., julienne, dice), and correct handling of standard kitchen tools and appliances.
  • Recipe Reading & Adaptation: Ability to guide students in interpreting, scaling, and adapting recipes based on available ingredients or dietary needs.
  • Budget-Friendly Cooking: Understanding how to prepare healthy, low-cost meals with accessible ingredients.
  • Meal Planning: Ability to support students in planning balanced meals and understanding nutritional components.
  • Sustainability Awareness: Familiarity with topics such as food waste reduction, composting, and local sourcing.
  • Obtained the Food Handler’s License or are willing to obtain
  • CPR/First Aid certified or willing to obtain

Teaching and Educational Philosophy

  • Ability to teach culinary arts and healthy living choices in a relevant and engaging way.
  • A belief that learning can take place outside the classroom and the ability to seize moments to engage students.
  • Openness to receiving and giving constructive feedback, and a commitment to professional growth.
  • Value teamwork and can work collaboratively with other instructional and support staff to best serve your students.

Areas of Leadership

Curriculum Development and Instructional Design

  • Deliver culturally responsive, engaging cooking lessons focused on kitchen safety, nutrition, and food sustainability.
  • Use project-based learning to help students build foundational culinary skills and explore broader themes (ex., food justice, budgeting, creative meal prep).
  • Develop lesson plans using EHTP’s lesson plan format and contribute to a culminating showcase or project.
  • Incorporate explicit instruction strategies and higher-level questioning techniques to promote critical thinking.
  • Model and reinforce hygiene, knife safety, and workspace cleanliness at all times.

Student Achievement and Classroom Culture

  • Set clear classroom expectations and routines to establish and maintain a purposeful, supportive, and engaging environment for learning, where students feel safe, valued, and respected by both adults and peers. 
  • Facilitate classes that foster student-led conversations and peer relationship-building
  • Create ambitious goals that are based on student achievement, backward planning, and providing engaging lessons.
  • Foster a space where students can explore coding and feel successful, regardless of previous experience.

OST High School Program Administrative Responsibilities

  • Attend weekly program team meetings to plan for and support upcoming events and initiatives 
  • Attend weekly individual check-in with OST High School Program Manager to review lesson plans, class content, and students' progress
  • Support family engagement initiatives by participating in monthly outreach to an assigned group of students or families and attending large-scale program events, such as open houses

 

Thank you in advance for taking the time to apply to East Harlem Tutorial Program.



Create a Job Alert

Interested in building your career at East Harlem Tutorial Program? Get future opportunities sent straight to your email.

Apply for this job

*

indicates a required field

Resume/CV*

Accepted file types: pdf, doc, docx, txt, rtf

Cover Letter

Accepted file types: pdf, doc, docx, txt, rtf

Select...
Select...
Select...

(If you’ll require EHTP to commence, i.e., “sponsor,” an immigration or work permit case in order to employ you, either now or at some point in the near future, then you should answer yes. An example of an immigration or work permit case that may require sponsorship now or in the future would be an H-1B or other employment-based work permit sponsorship. As a note, unfortunately EHTP does not sponsor visas for employment at this time.)

Select...
Select...
Select...
Have you joined or participated in any programs offered by East Harlem Tutorial Program? *
Select...

Voluntary Self-Identification

For government reporting purposes, we ask candidates to respond to the below self-identification survey. Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiring process or thereafter. Any information that you do provide will be recorded and maintained in a confidential file.

As set forth in East Harlem Tutorial Program’s Equal Employment Opportunity policy, we do not discriminate on the basis of any protected group status under any applicable law.

Select...
Select...
Race & Ethnicity Definitions

If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection. As a government contractor subject to the Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measure the effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categories is as follows:

A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability.

A "recently separated veteran" means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.

An "active duty wartime or campaign badge veteran" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.

An "Armed forces service medal veteran" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.

Select...

Voluntary Self-Identification of Disability

Form CC-305
Page 1 of 1
OMB Control Number 1250-0005
Expires 04/30/2026

Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years.

Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to:

  • Alcohol or other substance use disorder (not currently using drugs illegally)
  • Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS
  • Blind or low vision
  • Cancer (past or present)
  • Cardiovascular or heart disease
  • Celiac disease
  • Cerebral palsy
  • Deaf or serious difficulty hearing
  • Diabetes
  • Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders
  • Epilepsy or other seizure disorder
  • Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome
  • Intellectual or developmental disability
  • Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD
  • Missing limbs or partially missing limbs
  • Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports
  • Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS)
  • Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities
  • Partial or complete paralysis (any cause)
  • Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema
  • Short stature (dwarfism)
  • Traumatic brain injury
Select...

PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.