Boston Public Schools seeks an exceptional and dynamic team of BPS Teachers to support the new Office of Multilingual and Multicultural Education (OMME) in our ESL Curriculum Development Project. Teachers who work with Multilingual Learners from grades K 2-12 are sought to write daily lesson plans and student facing materials based on newly developed Scope and Sequences and Unit Maps for ESL Curriculum.
REPORTS TO: OMME Multilingual Instructional Coaches
- Participate in an hour-long orientation session to the new curriculum project (1 total regardless of number of grade/ESL levels working on, BTU rate)
- Read grade-level ESL Scope and Sequence and Unit Maps
- Write a Unit Trajectory with daily lesson agendas and differentiated language objectives
- Create daily lesson materials for the Unit Trajectory
CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:
Accountability for Student Achievement
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)
- Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
- Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students, their content, and the teaching profession
Communicating Content Knowledge
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
- Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
- Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
- Can convey content in creative and engaging ways that align to standards
Equitable & Effective Instruction
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
- Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
- Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
- Builds a productive learning environment where every student participates and is valued as part of the class community
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)
- Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected
(III-A-1. Parent/Family Engagement)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
- Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
- Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
QUALIFICATIONS - REQUIRED:
- Education: Hold a Bachelor's degree.
- Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
- Complete state and federal guidelines in order to be fully licensed and "Highly Qualified."
- Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
- Able to model excellent spoken and written English for students learning English in school.
- Experience planning, teaching, and implementing lessons using Focus, Expendiatry Learning, and StudySync for the appropriate grade level.
QUALIFICATIONS - PREFERRED:
- Minimum of five years experience teaching in an urban setting.
- Skilled teacher with proven track record of highly effective teaching practices that demonstrate deep understanding of the content in planning, adjusting practice and data.
- Planned and delivered lessons using the WIDA 2020 Standards Framework, Understanding by Design, and Project Based Learning.
- Experience in developing rigorous unit plans connected to tier 1 instruction.
- BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Cabo Verdean Creole, Haitian Creole , Chinese, Vietnamese, Portuguese, & Somali.
- In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms: BTU Hourly Rate
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.