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SCHOOL YEAR: 2023-2024 POSITION TITLE: STIPEND: BPS BE/ACTT Content Methods Instructor and Mentor The BPS Bilingual Education/Accelerated Community to Teacher (BE/ACTT) Program, Program, is seeking an exceptional educator to teach and mentor aspiring teachers (Bilingual Education, Early Childhood, Elementary, ELA/Humanities, and middle or high school Math/Science) accepted into the SY 2023-2024 BE/ACTT Cohort. REPORTS TO: BE/ACTT Aspiring Teacher Coach BACKGROUND: The Office of Retention, Cultivation & Diversity Programs (RCD) combines cultivation, pipeline development, and diversity programs to better support candidates and employees throughout their careers. RCD is committed to developing, preparing and retaining a racially, ethnically, culturally, and linguistically diverse group of highly effective and culturally proficient teachers and staff members every year. We continue to focus our efforts on three key “levers” for our work: 1) Develop employees 2) Cultivation 3) and Retain employees. These levers remain at the center of our strategy for mitigating teacher attrition and sustaining the retention of our teachers of color. The Boston Public Schools’ Bilingual Education/Accelerated Community to Teacher (BE/ACTT) Program is part of an overarching strategy to increase and improve the diversity of exemplary teachers in the district’s teacher pipeline. The BE/ACTT Program prepares racially, culturally, and linguistically diverse educators to become teachers with a preliminary license in Early Childhood Education; Elementary Education; or Middle/High School Math, Science, or English/Humanities and/or with a Bilingual Education endorsement. BE/ACTT participants develop their teaching skills in a cohort and learn from highly-skilled teachers and community partners through a rigorous, interactive hands-on experience. Participants are required to prepare a competency-based portfolio. Program faculty uses each participant’s learning portfolio, classroom participation, and teacher mentor feedback from their teaching experiences to determine a candidate’s readiness for a full-time teaching role and eligibility to earn up to 6 graduate credits from UMASS Boston. The program will be delivered on selected weeknights from 5:30 PM - 8:00 PM and Saturdays from 9:00 AM - 12:00 PM (October 2023 - March 2024; mainly virtual sessions, first Saturday of the month will be in person at the Bolling Building). JOB RESPONSIBILITIES: BE/ACTT Program: Collaborate as a team member with the BE/ACTT Instructional, Mentoring, and Design Teams to support BE/ACTT program goals. This may include attending additional planning meetings. Implement BE/ACTT Program learning goals and objectives, in alignment with the MA Educator Evaluation Rubric. Plan and implement small group instruction for 8-12 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 for a Bilingual Education, Early Childhood, Elementary, ELA/Humanities, and middle or high school Math/Science classroom. Instructional practices include teaching reading and writing, lesson planning, classroom discourse, assessment, and grading (October 2023 - March 2024). Establish and maintain a trusting, confidential, professional relationship with 8-12 cohort members. Provide ongoing quality feedback on all assignments and offer direct mentorship to cohort members, and maintain grades in an online grade book. Assist with the design and/or delivery of large and small group instruction for general teaching theory and practice (October 2023- March 2024). This includes classroom management and culture, teaching all learners, family engagement, using data to inform instruction, arts across the curriculum, and restorative justice. Attend Saturday sessions 1-2 times/month for content method instruction and Demo Day support and mentoring (specific dates will be provided during interview and onboarding sessions). CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that ALL BPS Educators 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 and 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 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 Early Childhood, Elementary, Math (5-8/8-12), Science (5-8/8-12), ELA (5-8/8-12), or Humanities in the preferred 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 email system, Google Drive, and other digital resources Demonstrate commitment to diversity, closing the achievement gap, and ensuring all students have access to the highest quality instruction Possess a 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 Commitment to professional growth and learning Experience facilitating and building relationships with adult learners A desire to help aspiring math teachers track their progress against standards for teaching proficiency by engaging in conversations about their practice, providing objective and ongoing feedback, and using evidence of classroom practice and student learning to improve their practice. 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, Early Childhood, Elementary, Math (5-8/8-12), Science (5-8/8-12), ELA (5-8/8-12), Humanities, Moderate or Severe Disabilities Hold either a Massachusetts ESL License at the appropriate level or SEI Endorsement Hold a Master's degree in Education National Board Certification in Early Childhood, Elementary, or Math, Science, ELA, Humanities for Early Adolescence or Adolescence and Young Adulthood Experience leading Professional Development on a school and/or district level TIME COMMITMENT/COMPENSATION: Time commitment (mainly virtual sessions, first Saturday of the month in person 9am-12pm, from October 2023 - March 2024): Face-to-face hours via virtual conference for content instruction and mentoring during Saturdays or weeknights: 25 hours; Face-to-face hours via virtual conference for teaching practice and theory instruction during Saturdays or weeknights: approximately 25 hours 1 in person Saturday session from 9am-12pm for content instruction and mentoring during Saturdays: 18 hours; Content planning lessons, grading and providing feedback asynchronously or with 1:1 sessions via virtual conference: approximately 45 hours; Portfolio, job hiring, and graduation support or with small group/1:1 sessions via virtual conference: approximately 20 hours; Attend 6-8 monthly planning meetings via video conference with BE/ACTT Aspiring Teacher Coach and other content cohort instructors (September 2023 - June 2024): approximately 16 (2 hours per meeting - specific dates TBD); Attend Graduation Day via virtual conference (by June 29, 2024): approximately 2.5 hours Compensation: Flat Rate of $6,000 By December 2023 - $2,000 By March 2024 - $2,000 By June 2024 - $2,000 All interested candidates, please apply by Friday, September 25, 2023. Contact: Aspiring Teacher Coach at diversity-actt@bostonpublicschools.org mailto:diversity-actt@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. " />

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STIPEND OPPORTUNITY: BPS BE/ACTT Content Methods Instructor and Mentor

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