Teacher – SLIFE/English as a Second Language (Long-Term Substitute) (SY24-25)

THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/31/2025 and end on 09/02/2025. Please note that 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. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is an ESL teaching position meaning candidates must have ESL licensure. 

In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students will receive instruction in the student’s native language while students in SLIFE Multilingual program are from various linguistic backgrounds. Students receive intensive literacy instruction in the native language and age-appropriate core content instruction in the native language.

Boston Public Schools seeks an exceptional SLIFE/English as a Second Language (ESL) TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. 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. 

This position serves English Language Learners (ELLs) from various linguistic backgrounds in a Sheltered English Immersion classroom. Students will receive instruction in English.

Reports to: Principal/Head of School

Responsibilities

Teach: English as a Second Language in a SLIFE setting 

1. Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
2. Collaborate and communicate with the students’ content teacher(s) to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
3. Collaborate and communicate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
4. Assist with the oversight and delivery of ACCESSadministration.
5. Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
6. Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
7. Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
8. Integrate technology into the classroom as an instructional tool and for personal productivity.
9. Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
10. Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
11. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.

C

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.

Qualifications – Required

1. Education: Hold a Bachelor’s degree.
2. Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level
3. Complete state and federal guidelines in order to be fully licensed and “Highly Qualified” according to NCLB.
4. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
5. Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.
6. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
7. Able to model excellent spoken and written English for students learning English in school.

Qualifications – Preferred

1. Experience teaching in an urban setting.
2. 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.
3. 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, Substitute Teacher Unit

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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