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Boston Public Schools Ethnic Studies Hybrid Teacher (SY22-23) (ESSER Funded Position) in Boston, Massachusetts

This vacancy is the result of temporary funding through the Elementary and Secondary School Emergency Relief Fund (ESSER). The duration of the funding means the position is temporary and may last for one, two, or three years. Hired candidates may be excessed or non-renewed from the position for the following school year. Reports To: Assistant Superintendent, Academics and Professional Learning Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 57,000 students from over 114 different countries, nearly 9,000 employees (including 4,800 teachers) and an annual budget of $1.1 billion, BPS is the largest school district in Massachusetts and one of the most diverse as well. Job Description: The Boston Public Schools (BPS) is seeking to fill the position of a Ethnic Studies Hybrid Teacher to support the Ethnic Studies pilot program at different schools in Boston Public Schools. The ESHT will report to the Assistant Superintendent of Academics and Professional Learning and will fill the role of part time classroom teacher, as well as support and develop ES training and professional development for self and other teachers in the district. This position will allow exemplary teachers to stay teaching in the classroom while also offering them space to deepen their capacity for ES pedagogy, frameworks and content knowledge and model this practice for other teachers in BPS. Because ES is a new K-12 discipline and recently made a graduation requirement in BPS, there needs to be intentional space for teachers to train, develop resources and develop an ES community within BPS and beyond. ES Hybrid Teachers will spend half of their time teaching 2 sections of high school Intro to Ethnic Studies and half of their time doing Central Office ES duties such as ES resource development and alignment, facilitating training for other educators and co-planning ES curriculum and developing shared practices across the district. This position will work directly and collaboratively with BPS ES Instructional Coaches and other ES Hybrid Teachers. This position is a 2 year term funded by ESSER funding with potential for extension. Individually and collectively, instructional coaches will serve as catalysts of the BPS strategic vision. The candidate must be committed to the belief in the potential of all students, the use of culturally and linguistically sustaining practices as a foundation for good instruction, and be committed to the ideals of collaboration and innovation which are critical to ensuring all our learners attend a high-quality school. The district is committed to using the BPS vision and framework of ethnic studies to improve student engagement and success, build stronger connections between the district and families/community, and strengthen Culturally and Linguistically Sustaining Practices in schools. The Instructional Coach will support the instructional vision of this commitment by building strong communities of experienced Ethnic Studies practitioners. This educational leader must have the following essential competencies and dispositions: At least 5 years of urban teaching experience and proficient or exemplary evaluations, with a demonstrated history of teaching Ethnic Studies or related coursework Evidence of encouraging students to build cross-racial solidarity with all historically marginalized communities affected by white supremacy and empire (Asian American/Pacific Islander, Black, Indigenous, Latinx communities). Knowledge of and evidence of centering content of historically marginalized communities (Asian American/Pacific Islander, Black, Indigenous, Latinx) and their intersections. Ideally has received formalized training in Race and Ethnic Studies. Knowledge and evidence of teaching cross-racial connections and examples of multiple communities of color’s struggles for justice or white allies fighting for racial justice and solidarity. Evidence of teaching content that centers counternarratives and counter-hegemony. Evidence of structuring student-centered, inquiry based learning in classroom structures. Makes opportunities for students to express their opinions, views, be vulnerable and reach their own conclusions and construct new knowledge. Engages students to critically reflect on their own identity, the struggle for justice, giving back to the community, and contributions to humanity. Engages students in cycles of identifying problems, analyzing them, planning, action and reflective evaluation. Creates opportunities for students to develop capacity to confront real world problems that face them and their communities. Uses methods of instruction to unlearn colonial mentality (internalized oppression) for self and students. Promotes a classroom environment of empathy, humanity, nuance and listening to perspectives especially of those marginalized, especially through opportunities of storytelling and active listening. Is able to hold space for students and self to process and reflect in community with each other. Helps students make deep connections between history/theoretical frameworks of power and their daily lived experiences. Has knowledge of systems of power, how to make those frameworks accessible to students, and helps students critique systems of power within their own lives. Creates and maintains a classroom environment that encourages relationships between students to care for one another and each other’s communities. Open to self reflection and vulnerability as a learner, even in front of students. Open to holding space for deep emotional learning that will happen when ES content is learned and frameworks are applied. Develops deep relationships with students, families and communities and helps create and maintain a classroom that makes an impact on students’ relationships with themselves, their families and communities. Has done substantial work on unpacking personal internalized racism (as a POC) or internalized privilege (as a white ally) and sees themselves on a journey to continue to that rather than at a destination or “competent” at it. Evidence of and willing to take action and change practices based on those reflections. Exhibits cultural humility (being ok with not knowing and learning rather than having the answers and being the expert) Engages with all students, does not give up on any__has a growth mindset with all students. Open to coaching, peer constructive criticism, self reflection and changes in teaching practice. Ability to deeply collaborate and learn with colleagues, students and communities in the Boston ES movement. Knowledge in ES historical/theoretical content, frameworks, pedagogy. Ability to research deeply about these topics in order to create materials that will be more readily accessible to others in the community. Ability to research and build case studies and materials for classrooms collaboratively with other educators, students, local community members/organizations/institutions and lead, facilitate and train other educators in this material. Ability to co-plan and/or co-teach with colleagues. Ability to train and facilitate effective learning experiences for colleagues. Knowledge and skills in curriculum design and planning. Detail oriented, project management and coordination skills. Familiarity and alignment with BPS ES Vision and Frameworks. This position is responsible for (but not limited to) the following responsibilities: Teaching 2 sections of the Intro to ES course and related teacher responsibilities. Co-teaching, and co-planning with other pilot ES hybrid teachers and ES instructional coaches. Regularly meeting and collaborating with pilot teachers to make decisions around modifications to the BPS 9th Grade Ethnic Studies Pilot curriculum and case studies in the curriculum that would be best suited for their context and students Reflecting with teachers on past lessons and documenting those reflections in order to inform future instruction and revision of the BPS Ethnic Studies Pilot Curriculum and further vertical alignment of Ethnic Studies in other grades. Model and host ES teaching Learning Sites through the Telescope Network for other teachers in BPS interested in teaching ES. Forming and managing development of resources for ES pedagogy, frameworks or case study content in Asian American and Pacific Islander Studies, Black Studies, Indigenous Studies or Latinx Studies. Research and build case studies and materials for classrooms collaboratively with local community members/organizations/institutions and lead, facilitate and train other educators in this material. Giving guidance to community partners on the resources teachers need Collaborating and forming relationships with community members and partners to guide the implementation of Ethnic Studies in BPS. Advising on the direction and implementation of Ethnic Studies in BPS. Qualifications - Required: Master’s degree in appropriate field; Teacher credential in 9-12 History/SS, SEI endorsement At least three years experience teaching Ethnic Studies-related courses and working in a large urban district; Ability to build strong classroom environment and positive contribution to school culture; Experience as a lead teacher or school leader; Ability to analyze instruction and provide coaching and support to others to improve ability to support students; Superior interpersonal skills including but not limited to the ability to express disagreement tactfully, sensitively and with cultural insight Exhibits effective self care skills as well as the ability to empathize with others in stressful situations. Growth mindset orientation Strong pedagogical skills and are highly effective at coaching or working with other adults. Experience working effectively with marginalized students; Ability to review school based and individual student assessment data and respond with appropriately with whole school solutions or individual interventions Excellent analytical, writing, editing, verbal communication, organizational and planning skills; Demonstrate capability to work collaboratively with a variety of community members, such as school based staff, district staff, families, youth, community members and other essential partners; Deep knowledge and understanding of, and demonstrated ability to connect with the racial, linguistic and ethnic background of students and families served. Ability to prioritize competing demands; Successful experience working in a team-oriented environment; Ability to work flexible schedule requiring occasional nights and weekends based on operational need; Current authorization to work in the United States - Candidates must have such authorization by their first day of employment; Qualifications - Preferred: Bilingual, bilingual and/or biliterate in a high incidence language in BPS; Member of a racially marginalized community (Asian American/Pacific Islander, Black, Indigenous, Latinx) Experience creating materials for ELL populations and students reading below grade level. At least five years experience teaching ethnic studies related curriculum and working in a large urban district; Demonstrated experience implementing rigorous, standards-aligned, inclusive, culturally and linguistically sustaining instruction; Experience working with students with disabilities in inclusive settings. Background in middle/elementary school teaching. Expertise and training in at least one of the following areas of Ethnic Studies: Asian American Studies, Black Studies, Latinx Studies, Indigenous Studies. Terms: BTU, Schedule A, plus additional compensation equal to 5% of the individual's annual base salary. 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 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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Ethnic Studies Hybrid Teacher (SY22-23) (ESSER Funded Position)

Job Description

Primary Location Central Office - Academics

Salary Range 1.0 FTE

Shift Type Central Office

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