Instructional Transformation Coach (Anticipated Vacancy)(SY24-25)

This position is an anticipated vacancy. It is expected to be vacant by 6/30/2024. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

To be considered for this position, candidates must apply to the Instructional Transformation Coach [Candidate Pool Posting] (SY24-25) and be screened through the Central Office screening process.

Position Summary: 

Boston Public Schools seeks an exceptional Instructional Transformation Coach who is highly qualified and knowledgeable to support one of the Boston Public Schools in need of rapid and sustained transformation and join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. The Instructional Transformation Coach will report to the school leader and the Executive Director of Professional Learning and will provide direct coaching and support to their site-based principal, instructional leadership team, and individual teachers. The Instructional Transformation Coach will be expected to be at the school 80-90% of the time, focused on the quality of teaching and learning. The Instructional Transformation Coach will also dedicate 10-20% of their time to working on their own professional development and learning with role-alike colleagues from other district schools under the guidance of the Academics Division. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.

The district is committed to accelerating instructional change to ensure all BPS students are independent learners who are prepared to pursue their interests and become effective agents of change for themselves, their families, and their communities. The Instructional Transformation Coach will work with central office departments and the leadership at the school to provide school-level support to ensure that acceleration of academic achievement and opportunity occurs for every student in their school.

Reports to: Principal/Head of Schools and Executive Director of Professional Development 

Responsibilities

The Instructional Coach will provide professional support and technical assistance to teachers and monitor them to ensure the full implementation of the instructional focus and expectations.

• Using district-adopted curriculum materials and pedagogical framework to set up effective classroom environments, assist in the following:
• planning effective lessons and unit planning aligned to curricular best practices
• co-teaching and modeling lessons with teachers
• providing in-class coaching and feedback, which may include videotaping and debriefing lessons
• assisting in planning school-based professional development during and after school, including workshops, study groups, looking at student work and data sessions, and peer observations
• Assist the principal in executing the school’s balanced assessment system to achieve the school’s improvement initiatives
• Assist in the proper implementation of BPS mid- and end-of-year assessments, as well as the analysis and response to results by supporting the effective and responsible use of data to identify additional tier two and three supports for students and supporting educators to effectively provide tier two and three supports to students to meet individual needs, including reviewing assessment data on a regular and ongoing basis to determine early risk indicators and interventions necessary for improving student achievement;
• Maintain an up-to-date log of all activities in and out of classrooms, including activities, objectives, teachers worked with, outcomes, next steps, and timelines.
• Monitor individual teacher progress by designing and implementing a professional development arc of learning that strategically grows teacher quality and leadership so that all students experience thoroughly planned units of study that broadens their understanding of the world around them
• Monitor professional development activities, and the consequent implementation of curriculum and instructional strategies by meeting with principals and other school supervisors.
• Participate in all professional development activities, including weekly meetings focused on implementation coordination, problem-solving, and coaches’ professional development, and additional training opportunities provided during the school year and, if possible, during the summer.
• Share lead responsibility for selected elements of the instructional focus (e.g., assessment development, data gathering, and analysis, and professional development regarding selected instructional strategies).
• Support the establishment of strong tier-one instruction through the effective enactment of standards-aligned, district-supported curricula and ongoing adjustments to practice based on evidence of student learning.
• Partner with school leadership and central office staff to lead staff in unpacking curricula through anti-bias screening tools, such as the 7 Forms of Bias
• Providing leadership, professional development in instructional practices, and coaching regarding support for English Language Learners and Special Needs Students.
• Work with the Principal and BPS in the evaluation, modification, and development of transformation and/or quality school plans and reports in partnership with the Department of Elementary and Secondary Education and BPS Transformation Office that demonstrates the instructional best practice and supporting data/artifacts that leads to higher student achievement and acceleration of student performance
• Organize and lead events at the school, with families and community members, that promote BPS as a place where rigorous teaching and learning occurs
• Perform additional responsibilities as requested by the Principal.

Qualifications – Required

1. Hold a valid Massachusetts Teaching License in the appropriate content area.
2. At least five years of experience and demonstrated expertise as a teacher of relevant content and/or subjects with deep knowledge of curriculum, instruction, interventions, and assessments
3. Demonstrated history of success working with teachers and administrators to lead and support instructional change at schools through building strong classroom environments and positive school culture to close opportunity and achievement gaps in urban classrooms and schools by coaching and giving feedback to adults
4. Demonstrate capability to work collaboratively with a variety of stakeholders, such as school-based staff, district staff, families, youth, community members, and other essential partners while prioritizing competing demands
5. Growth, problem-solving, and team-oriented mindset
6. Demonstrated cultural proficiency and ability to lead others in conversations of race and culture
7. Excellent analytical, writing, editing, and verbal communication skills and strong organizational skills.
8. Deep knowledge and understanding of, and demonstrated ability to connect with the racial, linguistic, and ethnic backgrounds of students and families served
9. Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.

Qualifications – Preferred

1. Hold an SEI endorsement or dual certification in ESL as well as special education licensure at the appropriate grade levels
2. Experience working with students with disabilities in inclusive settings
3. Master’s degree in the appropriate field
4. Demonstrated experience implementing rigorous, standards-aligned, inclusive, culturally and linguistically sustaining instruction
5. 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.

Terms: BTU, Group I, plus additional compensation equal to 5% of the individual’s annual base salary.

Please refer to www.bostonpublicschools.org/ohc (under “Employee Benefits and Policies”) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the “Schedule A” Expanded Learning Time (ELT) agreement. 

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.

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