Turnaround: Teacher – English as a Second Language, Gr. 7-12 (Long-Term Substitute) (SY24-25

• This school has been designated as a Level 4 school by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed.

THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/03/2024 and end on 11/06/2024. 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).

Boston Public Schools seeks an exceptional 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. 

Reports to: Principal/Head of school

Responsibilities

Teach: English as a Second Language:

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.

Core Compentencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate. 

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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

1. Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

1. Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.

1. Cultural Proficiency

(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.

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Qualifications Required

1. Education Level: 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.”
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. 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, 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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