- THIS IS A SUMMER SCHOOL POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**
PROGRAM DESCRIPTION:
The ‘5th Quarter’ program aims to provide equitable access to high-quality academic and enrichment opportunities for students across Boston, utilizing the city’s resources as an extended classroom. The program is designed to offer students an enriching and engaging summer experience that fosters increased school engagement, positive social, emotional, and academic growth, stronger relationships with peers and adults, and enhanced college and career readiness.
REPORTS TO: Position reports to the program’s Site Coordinator, who works in close collaboration with the BPS Office of Multilingual Multicultural Education (OMME) and BPS Office of Expanded Learning Opportunities (ELO).
When you are hired to work at the 5th Quarter High School Credit Recovery/Middle School Course Recovery program, you are committing to the entire duration of the program. This means that your assignment may involve working at different sites, as staffing needs arise. Flexibility in location is an essential requirement of the position, should you be the successful candidate for this position and accept the job offer, you agree to be available for reassignment to various sites as needed throughout the program.
PROGRAM SCHEDULE:
Dates: between July 8th-August 8th
Hours: 4 hours/day for 20 days of programming
The in-person instructional hours for students in 5th Quarter Summer Learning Academies may vary slightly by program.
RESPONSIBILITIES:
The 5th Quarter High School Credit Recovery/Middle School Credit Recovery ESL/ELA Math Teacher is responsible for planning, implementing, and assessing high quality, engaging academic programming for all students. The teacher will be responsible for delivering up to 4 hours per program day of academic instruction covering grade-level standards to aid in students’ course recovery or credit recovery requirements. Teachers may also be responsible for supporting enrichment activities based on each individual site’s programmatic model and schedule.
High School Credit Recovery/Middle School Course Recovery ESL/ELA Math Teachers provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below. Due to the short duration of summer programs and the critical need to boost student learning during this time, it is particularly important that teachers in BPS summer programs:
- Prepare and deliver up to four hours of cognitively demanding lessons daily in high school core subject areas, including ESL, Math, ELA, and other disciplines, incorporating language development pedagogies and utilizing the WIDA English Language Development Standards Framework to support multilingual learners across varying levels (ELD 1-5).
- Design, develop, and implement rigorous learning experiences aligned with the district’s summer curriculum resources, ensuring differentiation to meet the diverse academic needs of all students.
- Provide notes and feedback on individual multilingual learners, administer assessments, and complete surveys relevant to program goals and student outcomes.
- Maintain accurate and timely records of student attendance and progress, collaborating closely with site coordinators and program staff to ensure academic and social-emotional outcomes are met.
- Establish a productive and respectful classroom environment, enforce the BPS discipline code, and manage classroom resources responsibly.
- Actively participate in professional development sessions, dedicate time outside regular hours for detailed curriculum planning, and perform additional duties as requested by the Office of Multilingual Multicultural Education (OMME).
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
- Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort.
- Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks.
- Display passion and optimism about students, content, and the teaching profession.
Communicating Content Knowledge
- Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires.
- Demonstrate understanding of how subject matter applies in real-world settings and connects to other content areas and relevant standards.
- Convey content in creative and engaging ways that align to standards.
Equitable & Effective Instruction
- Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work.
- Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation.
- Build a productive learning environment where every student participates and is valued as part of the class community.
- Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
- Engage with families and build collaborative, respectful relationships in service of student learning.
- Regularly reflect on practice, seek and respond to feedback, and demonstrate self awareness and commitment to continuous learning and development.
- Participate in and contribute to a collaborative adult learning community.
QUALIFICATIONS – REQUIRED:
- Bachelor’s degree.
- Massachusetts teaching license in the appropriate area.
- Holds a valid Massachusetts DESE ESL Licensure and/or SEI endorsement
- At least 1 year of formal teaching experience.
- Willing to explore student learning in a non-traditional setting and connect student learning through project-based, experiential learning.
- Experience with working with a diverse population of students, especially historically marginalized student groups, such as Black and brown students, students with disabilities, and English Language Learners.
- A fierce commitment to equity.
- An understanding and commitment to the implementation of the district’s Culturally and
- Linguistically Sustaining Practices (CLSP) framework.
- Willing to work in close collaboration with a non-profit with shared goals in a student centered, school-aligned, results-focused initiative.
- Demonstrated ability to meet the Core Competencies 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.
QUALIFICATIONS – PREFERRED:
- Current teacher in the Boston Public Schools.
- Experience working in a BPS summer learning program.
- 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, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
- Specialization and/or licensure in Special Education and/or English as a Second Language
Required for Application
- Resume
- Cover Letter – please include a detailed cover letter that includes your qualifications for the position and your preferred program site if applicable
- Reference/recommendation Letter from a 5th Quarter school leader or program director
TERMS:
- The individual hired for this position will be compensated at a rate of $54 per hour. The anticipated commitment includes 80 hours of on-site program time and additional responsibilities, resulting in an estimated total compensation of up to $4,320.
- The individual who is hired to this position agrees to the 2025 BPS Summer Employment Terms. See BPS terms of employment for stipend dissemination guidelines.
- The individual who is hired to this position consents to electronic sign-in procedures on site, that is retained by BPS exclusively for audit and sign-in verification (payroll).
- Failure to report to work on a given day of instructional time will result in a loss of pay for that day.
- Site-specific job requirements, program hours, and training schedules are to be determined by the Summer Learning Academy program.
- Agreement to site-specific terms is required for hire.
- Job offers are conditional and based on sufficient student enrollment/attendance.
NONDISCRIMINATION POLICY
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.
Job Contact: OMME Supplemental Services
Email: ommesupplementalservices@bostonpublicschools.org
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