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This position is split between the following schools: Frederick Pilot Middle (0.25 FTE), Young Achievers (0.25 FTE), Ellis Elementary (0.25 FTE), and Higginson-Lewis Gr. 3-8 (0.25 FTE). The Academic Response Coach Manager works under the leadership of the Executive Director of Transformation Coaching, along with other members of the Office of School and District Transformation to provide intensive coaching supports to the following identi?ed schools; Frederick, Young Achievers, Ellis, Higginson-Lewis by coordinating directly with the Office of School and District Transformation and School Leaders in these four school communities. This position of Academic Response Coach (ARC) Manager for Instructional Transformation Coaches coordinates with school-based Instructional Transformation Coaches and teacher teams members to provide responsive, coherent, coordinated, and di?erentiated supports to coaches to improve coaching effectiveness, instruction and professional collaboration within the four schools. Scope: The Office of School and District Transformation implements school supports in the district’s Transformation Schools that require in-district interventions. Along with other school-based and regional coaches, the ARC Manager for Instructional Transformation Coaches works to support coaches, teacher teams and individual educators with instructional practice and the collaboration to continuously improve practice. ARC Manager also works with content departments from the o?ce of Teaching and Learning to collaborate on academic work for the district and to deepen knowledge of content-based pedagogy. The ARC may also liaise with the Regional school support structure to support school priorities and to implement standards-aligned curriculum and instructional practices to improve academic outcomes in every school served. Roles and Responsibilities: General: Provide intensive and coordinated supports to designated schools Support School Leaders and Instructional Transformation Coaches in overseeing, in a non-evaluative manner, content and instruction implementation Coordinate directly with the school-based Instructional Transformation Coaches to support these four schools in the intensive and cohesive implementation of the district’s curriculum and instructional priorities Collaborate with district central o?ces to support schools with aligned academic work Responsibilities: Work with Office and School and District Transformation colleagues to regularly monitor student performance partner with Instructional Transformation Coaches at schools served and determine the appropriate supports to increase the effectiveness of Instructional Transformation Coaches Manage and develop support for the identi?ed schools in collaboration with school leader and Transformation Team Managers. Support the principal in building instructional capacity and the supervision of teachers as needed. Document work conducted at each school to monitor progress and to assess and implement necessary adjustments in order for the school to attain accelerated achievement Support principal and school sta? in coordinating school supports with district o?ces overseeing services for English language learners and students with disabilities. Act in the role of team point person for various schools, in rotation with other ART team members, to support the cohesive coordination of di?erentiated school supports. Required to work 209 days/year. Deliverables: On-site support of instruction in underperforming schools. Support in the implementation of professional development tailored to the needs of diverse learners within each school in coordination with school principal, teacher leaders, and Transformation Team Managers Support high quality, consistent delivery of content and instruction professional development in partner schools Participate in a regular feedback loops on the implementation of academic supports with Office of School and District Transformation, and other district o?ces. Submit documentation regarding the support of schools (e.g., informal and formal observations of educators, walkthrough and instructional audits, data analyses). Reporting and Evaluation: Supervision and Evaluation: Executive Director of School and District Transformation Qualifications:Required: Five (5) years urban teaching experience in at the elementary level Master's Degree in Education Massachusetts Teacher Certi?cation in Elementary Education (1-6) or a related field Massachusetts Supervisor/Director License Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working e?ectively with students, teachers, administrators and parents. Knowledge about interdisciplinary principles of pedagogy Facility with coaching and adult learning principles and practices Knowledge of self and of culturally pro?cient schools Understanding of and ability to navigate the intricacies of change management Understanding of individual strengths and limitations with an ability to maintain a growth mindset Understanding and application of the literature on team dynamics Ability to communicate e?ectively with others to advance the work of ART teams Must believe that every student can reach pro?ciency and maintain high standards Ability to ensure access and equity for all members of the school community Ability to work under tight deadlines achieving goals successfully as required Must have excellent analytical skills as well as oral and written communication and interpersonal skills. Ability to retrieve and analyze large quantities of data from multiple resources. Detail oriented, e?ective organizational skills and ability to coordinate multiple projects simultaneously Ability to work e?ectively and e?ciently individually and in a team, fast paced environment both within the department and across departments Reviewing and integrating data analysis to reports Managing high functioning and collaborative teams Dealing with Complexity and being comfortable with periods of ambiguity Reviewing and evaluating research for dissemination in the BPS Current authorization to work in the United States - Candidates must have such authorization by their ?rst day of employment. Preferred: Massachusetts Teacher Certi?cation Students with Moderate Disabilities (Prek-8) Massachusetts Teacher Certi?cation ESL (Prek-6) Terms: BASAS 9A Please refer to www.bostonpublicschools.org/ohc http://www.bostonpublicschools.org/ohc (under "Employee Bene?ts and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 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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Academic Response Coach (ARC) Manager for Instructional Transformation Coaches [BASAS 9A] (SY24-25)

Job Description

Primary Location Central Office - School & District Transformation

Salary Range 1.0 FTE

Shift Type Central Office

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