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REPORTS TO: BE/ACTT Aspiring Teacher Coach BACKGROUND: Boston Public School’s Teacher Pipeline Programs (BPS TPP) are part of the larger strategy of the Office of Retention, Cultivation and Diversity (RCD) Programs to address the demand for highly qualified, equity-minded and racially literate teachers for Boston’s classrooms. Our core belief is that the next generation of Boston’s teachers are in the schools, homes, and communities of Boston right now. This permeates all the work we do. BPS TPP are multigenerational, community-based teacher preparation programs for preservice and in-service teachers. We represent the third generation of teacher preparation programs in the US - Teacher 3.0 https://www.tandfonline.com/doi/abs/10.1080/02607476.2016.1215550 (Kretchmar & Zeichner, 2016)- where our candidates are prepared to work in solidarity with their families and students by interrupting racism and interrogating anti-Blackness at personal and systemic levels using the critical literacy of race https://drive.google.com/file/d/1j0Tn_5i4M1hwO-mP4JdEqxHDy9KE1KyD/view?usp=sharing (Sealey-Ruiz 2020). Our teacher preparation programs are unique: we are among the few nationally and certainly the state’s only locally-embedded, state-approved, multigenerational, “grow your own'' educator preparation program. The flagship program of BPS TPP is the Bilingual Education/Accelerated Community to Teacher Program. Bilingual Education/Accelerated Community to Teacher Program (BE/ACTT): The Boston Public Schools BE/ACTT program is part of an overarching strategy to increase and improve the diversity of exemplary multilingual teachers in the district’s teacher pipeline. The BE/ACTT program identifies and develops Boston residents, paraprofessionals, and career-changers who are passionate about teaching in BPS. This intensive, no-cost 12-month program is designed to prepare interested residents of the Boston community who hold a Bachelor’s degree and have experience working with children in a classroom setting to become SEI endorsed teachers with a provisional license. All BE/ACTT complete RETELL coursework as a part of this program. Program participants develop their teaching skills in a cohort and learn from highly-skilled BPS teachers and university partners through a rigorous, interactive experience. Participants are required to prepare a competency-based hiring portfolio and participate in a pre-practicum experience in classrooms that include ELs. Program faculty use each participant’s learning portfolio, classroom participation, and mentor teacher feedback from their teaching experiences to determine a candidate’s readiness for a full-time teaching role as SEI endorsed teachers. JOB RESPONSIBILITIES: Plan for small group instruction for BE/ACTT cohort members who aspire to become Math, Science, Early Childhood/Elementary, ELA/Humanities or Bilingual Education teachers in BPS. Instruction is based on the needs of cohort members to pass content methods MTELs and learn content-focused instructional practices Host weekly 2-hour evening sessions between October 2024 and March 2025 for content methods instruction and Demo Day support and mentoring. Instructors are required to submit a syllabus, to keep record of attendance, and to administer assessment and timely and thorough feedback on these assessments. Collaborate as a team member with the BE/ACTT Instructional, Mentoring, and Design Teams to support BE/ACTT program goals. This includes attending monthly planning meetings. Implement BE/ACTT Program learning goals and objectives, in alignment with the MA Educator Evaluation Rubric. Establish and maintain a confidential, trusting, and professional relationship with cohort members. Provide ongoing quality feedback on all assignments and offer direct mentorship to cohort members, and maintain grades in an online grade book. 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: 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 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 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 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) Engages with families and builds collaborative, respectful relationships with them in service of student learning 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. QUALIFICATIONSREQUIRED: Education: Hold a Bachelor's degree. Hold a Massachusetts Teaching License in the specified content method cohort. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. Meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Strong facilitation and presentation skills Communicate digitally using the BPS e-mail system, Google Drive, and other digital resources Demonstrate commitment to diversity and equity, closing the achievement gap, and ensuring all students have access to the highest quality instruction Possess mastery of pedagogical and subject matter skills Strong interpersonal skills, ability to work effectively with a team, fostering collaboration and growth Expertise in designing and implementing standards-based instruction Flexibility and adaptability in instruction; ability to work with the cohort to accomplish goals Commitment to professional growth and learning Experience facilitating and building relationships with adult learners Current authorization to work in the United States - Candidates must have such authorization by their first day of employment QUALIFICATIONSPREFERRED: Experience teaching in urban schools Hold multiple Massachusetts teaching certifications for Bilingual Endorsement, Moderate or Severe Disabilities, or ESL Hold either a Massachusetts ESL License at the appropriate level or SEI Endorsement Hold a Masters degree in Education Experience leading Professional Development and adult learning at the school or district level TIME COMMITMENT/COMPENSATION: Time commitment: Planning lessons, grading and providing feedback asynchronously or with 1:1 sessions via virtual conference (approximately 54 hours) Weekly 2-hour virtual sessions Monday or Wednesday evenings at instructor discretion, from October 2024 - March 2025 (approximately 40 hours) Individual conferencing hours for content instruction and mentoring as needed (approximately 10 hours) Individual or small-group portfolio, job hiring, and graduation support via virtual conference (approximately 20 hours) 2 in-person Saturday sessions from 9am-2pm for Demo Day support and preparation (10 hours) 6-8 monthly planning meetings via video conference with BE/ACTT Aspiring Teacher Coach and other content cohort instructors (September 2024 - June 2025): approximately 16 (2 hours per meeting - specific dates TBD) Attend Graduation Day on a Saturday in June 2025: approximately 2.5 hours Compensation: Flat Rate $6,000 All interested candidates, please apply by Friday, September 13, 2024. Contact: Ivelisse Santos-Hicks, BE/ACTT Aspiring Teacher Coach at isantoshicks@bostonpublicschools.org. As an affirmative action/equal opportunity employer we actively seek applications from candidates of color, women, and candidates committed to our focus on children. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, 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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STIPEND OPPORTUNITY: 2024 BPS BE/ACTT Communication & Literacy (C&L) MTEL Instructor and Emergent Bilingual Candidates

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