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Boston Day and Evening Academy (BDEA) is seeking an extraordinary SpEd Inclusion Teacher excited to be an educator in an innovative BDEA program (BDEA 2.0) designed specifically for young men of color. BDEA is an innovative public high school whose mission is to engage young adults to build a vision for their future through supportive relationships and meaningful competency-based learning experiences. BDEA students are 16 to 23 years old and have previously attended traditional schools where they may have felt lost, unsafe, or disengaged. Upon entering BDEA, students are eager to succeed and flourish because they are listened to and respected for who they are and for the gifts they possess. Our students work with experienced faculty in an environment that blends strong academics and social emotional support so students can earn a Boston Public Schools diploma in a model that inspires critical and creative thinking, independent learning, and active citizenship. As a competency-based school, BDEA does not have grade levels and 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 410 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 is looking for a SpEd Inclusion 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. This position will be a full-time push-in inclusion teacher. BDEA teachers are expected to support students both academically and personally through academic classes and enrichment activities. 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. Inclusion Instructor for Moderate Disabilities Students: Provide push-in support to IEP students in courses as determined by BDEA’s special education team. Collaborate and communicate with BDEA content teacher(s) to align student IEP goals with the teachers instruction and curriculum development and ensure appropriate accommodations and modifications are met. As needed, co- teach BDEA literacy class, small-group instruction to students with different learning needs to ensure understanding and progress in advancing literacy skills. Assist with the development and implementation of individual student learning plans including special education programming (IEPs) and 504 accommodations, attend IEP meetings, perform WIAT IV academic achievement testing as needed Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification. Use assistive technology to support students with learning disabilities and students who are under practiced in their reading and writing strategies. Provide assistance to transition to adult living services as appropriate. Attend weekly Academic Review Committee (ARC) a designated group of service providers who meet weekly to support IEP and ESL students. Administer and interpret a variety of assessment tools, specific to literacy and language development. Provide reports to Leadership team and ARC, that articulate student growth in literacy each trimester. Work closely with the Special Education Coordinator to develop IEPs , participate in IEP meetings, including annual reviews and evaluations and provide services where needed. Work with BDEA Instructional Leader and SpEd Program Leader to ensure ELL students receive language support and other forms of academic assistance. Collaborate with Instructional Leaders to participate in a small team of ELL educators to ensure school-wide best practices for supporting EL students. As needed, support and proctor the annual MCAS and ACCESS exams for IEP and ELLs throughout the testing window dates. Support and assist the LAT-F designee. Participate in the development and success of Assessment days, Symposium, Portfolio Reviews, Garden Day and other community and all-school events. BDEA Professional Responsibilities Work between two different campus (Timilty and Wheatley Buildings) Create and maintain accurate record keeping of student academic progress and attendance on all data systems, e.g., PowerSchool and BDEA Connects. Participate in weekly program-specific and all-school meetings. Participate in all professional development and curriculum planning activities. Perform other related duties to assure smooth school functioning. Reports to: Principal/Head of School Responsibilities Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development. Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum. Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development. Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development. Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. Provide assistance for students transitioning to adult living services where appropriate. Core Competencies: 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. 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. 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. 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. 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. 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. 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 Education: Hold a bachelor's degree. Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level. Hold either ESL License at the appropriate level or SEI Endorsement. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Ability to meet the BPS Standards of Effective Practice as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualification-Preferred Experience teaching in urban schools. Degree in Special Education. 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 http://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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Teacher - Inclusion Specialist - Moderate Disabilities/Resource (SEI Endorsement Required) (SY24-25)

Job Description

Primary Location Boston Day & Evening Academy

Salary Range 1.0 FTE

Shift Type In-District Charter

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