Teacher – Mathematics, Gr. 9-12 (Long-Term Substitute) (SY24-25)

THIS IS A LONG TERM SUB POSITION that is expected to start on 01/06/2025 to 03/28/2025. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. or further information about becoming a BPS sub please refer to our website (http://bostonpublicschools.org/Page/1095).

Boston Day and Evening Academy (BDEA) is seeking an extraordinary Math long term substitute teacher to work in our school. BDEA is an innovative public high school that engages young adults to build a vision for their futures through supportive relationships and meaningful competency-based learning. BDEA students are 16 to 23 years old, having attended traditional schools where they may have felt lost, unsafe, or disengaged. Upon entering BDEA, students remain eager to succeed and flourish because they are listened to and respected for who they are and for the gifts they possess. Working with experienced faculty in an environment that blends strong academics and support, students are given the opportunity to earn a Boston Public Schools diploma and to reach their fullest potential through a competency-based curriculum that inspires critical and creative thinking, independent learning, and active citizenship. As a competency-based school, BDEA does not have grade levels. Our extended program, beginning at 8am and running until 4:30pm serves students with different academic needs up to age 23, including those who are being promoted from middle school without being academically prepared for high school; those who have dropped out of high school and have decided to return to earn a diploma, and those who are unable to attend regular school hours due to health issues, full time work and/or full time parenting obligations. The school employs 60 full and part-time staff to work with 405 students and is governed by an active Board of Trustees. All employees of the school are expected to uphold the mission of the school to build a consistent, unified, anti-racist, inclusive community that stimulates greater student agency, engagement, and academic achievement

Boston Day and Evening Academy are looking for a Math teacher who is committed to working with our students, who understands the lives of urban youth and who has a track record of working successfully with students who face academic and personal challenges. BDEA teachers are expected to support students both academically and personally through academic classes, enrichment activities, and a daily advisory. Teachers work collaboratively to develop and teach a competency-based curriculum where students exhibit proficiency in multiple ways including through projects, exhibitions and other alternative means of assessment. 

Reports to: Principal/Head of School

Responsibilities

Teach: Mathematics in an SEI setting

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:

1. 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

1. Communicating Content Knowledge

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Demonstrates understanding of 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

1. 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

1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

1. 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

Responsibilities

1. Teach a full course load of three – five academic classes.
2. Serve as an advisor and advocate for 17 students. The role of advisor requires preparing and leading an advisory group each day, facilitating communication between the student, his or her family, other teachers, and the student support team, as well as monitoring student attendance, academic progress and overall student wellness.
3. Create and maintain accurate record keeping of student academic progress and attendance on all data systems, e.g., PowerSchool and BDEA Connects.
4. Collaborate with other teaching staff to develop interdisciplinary and project-based curricula and alternative assessments such as portfolios and exhibitions.
5. Assist with the development and implementation of individual student learning plans including special education plans (IEPs and 504s).
6. Participate in the development and success of Project Month, Symposium, Portfolio Reviews, Garden Day and other community and all-school events.
7. Participate in weekly program-specific and all-school meetings.
8. Participate in all professional development and curriculum planning activities.
9. Support and coach students to obtain passing or better score on the MCAS and other required assessments.
10. Assist in developing independent projects for students in the blended and learning lab program.
11. Perform other related duties to assure smooth school functioning.

Qualifications – Required

• Education: Hold a Bachelor’s degree.
• Hold a Massachusetts Teaching License in Mathematics at the appropriate grade level
• Meet all 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.
• Possess the core competencies of excellent teaching including charisma, compassion and intellectual curiosity
• Be able to interact with young people in a respectful and caring manner
• Be student/learning-centered and committed to coaching students towards success, devoting additional time to students if necessary
• Commitment to designing and implementing a competency based curriculum
• Be able to assess student competency in multiple ways
• Create a learning environment where the teacher is coach and student is worker
• Have the ability to teach to multiple learning styles using a variety of methods
• Have a commitment to working with the families of our students and with parenting students
• Adhere to BDEA’s Non-Discrimination Policy (see below)

Qualifications – Preferred

• Experience teaching in urban schools.
• Hold a SEI endorsement or dual certification in ESL.
• Masters Degree a strong plus
• Have dual certification in Special Education and/or ESL
• Prior work or volunteer experience with non-traditional students in an alternative setting
• Comfortable with a workshop and/or coaching approach to instruction
• Experience with any of the following: project-based learning, portfolio assessment, competency-based education, cooperative group work, integration of technology and cross disciplinary learning, expeditionary learning, alternative assessments and integrating school to career experiences into the curriculum
• A strong commitment to supporting reading, writing and problem solving across the curriculum
• A sense of humor
• 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.
• 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, Group I

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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