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Location: Office of Multilingual and Multicultural Education Full/Part-Time: Part-Time Regular/Temporary: Temporary POSITION OVERVIEW: Deliver instruction and facilitate the grade-specific, standards-based Department of Early Childhood Summer Early Focus curriculum. Teachers will work from 8:30 am - 2:30 pm each day, which includes collaborative planning time from 8:30 am - 9:00 am; teachers will conduct family outreach from 2:15-2:30. Students will attend the program from 8:30 am - 2:15 pm. ESL teachers work from 9:00 - 2:00 for 5 hours a day for a total of 25 hours/week. PROGRAM DELIVERY: In person PROGRAM DESCRIPTION: Summer Early Focus, led by the BPS Department of Early Childhood, will operate 4 sites at Higginson, Ellison-Parks EES, and East Boston EEC, and a location in Jamaica Plain to be announced with one classroom at each grade level as part of the BPS Summer Learning Academies. Each site will be led by a Site Coordinator who will support 10 teachers and up to 160 students in 8-10- classrooms. SEF will serve incoming K1, K2 Grade 1, Grade 2, and Grade 3 who are currently enrolled in Boston Public Schools. Children might include those who have special needs and/or are English Language Learners. SEF is designed to provide integrated support in literacy, math, science, arts, and social-emotional development to help prepare children for the following school year. In grades K0 to grade 1, two teachers will support 20-22 children in each classroom. In grade 2, it is possible that we may convert this model to one teacher supporting up to 15 students. Please let us know which grade level you would prefer to teach. Teachers will be supported by one or two high school interns assigned to their classrooms through the Boston PIC Summerworks program. ESL teachers will use the push-in or pull-out model to support levels 1,2,3, and 4 students. Students will have an enrichment period each day with a rotating specialist providing Playworks, Zumba, Music Production, or Science for 50 minutes to the students. During this time, the teachers will be able to rotate, take a break, or co-plan, but one teacher will remain to supervise students during the Specialty. Teachers will also take students on weekly field trips - either planned by the overall program or discussed with their Site Coordinator and classroom-specific, making use of neighborhood opportunities to enhance the Summer Early Focus curriculum. The BPS Summer Learning Academies serve as the primary academic summer offerings for BPS students, consisting of an array of high-quality academic and enrichment programs that provide services for targeted student populations in every grade level across the district. BPS Summer Learning Academies aim to: Stem summer learning loss and increase academic achievement Develop student socio-emotional skills and increase student efficacy by building skills and competencies Strengthen the effectiveness of school-community partnerships Promote student health and wellness REPORTS TO: The position reports to the Site Coordinator, who works in close collaboration with the SEF Program Director and the Project Manager of the BPS Department of Early Childhood. PROGRAM SCHEDULE: The Department of Early Childhood will operate a five-week 6 hour student day Summer Early Focus program at 4 sites - Higgenson, Ellison-Parks EES, East Boston EEC. and a location in Jamaica Plain to be announced. The Site Coordinator will work at one site. SEF will operate from Monday, July 8, through Friday, August 9th, from 8:30 am to 2:30 pm for students. Summer Early Focus Teachers are required to attend all scheduled central and site-based planning meetings, training and professional development sessions, work all required program hours, as well as complete all required wrap-up duties. Teachers are expected to work the entire day, every day of the summer, as we will not have substitutes. Pre-Summer: Teachers will have to attend a 6-hour Site Set-up and Professional Development Session at their assigned site Date TBA. Teachers should also review the curriculum in advance and know what materials are provided and what they could bring from their own classrooms. Post-Summer: Some “wrap-up” duties (such as submission of end performance task rubric, and curriculum inventory) occur immediately following the conclusion of summer learning programming. RESPONSIBILITIES: Professional Development and Program Planning Build and maintain a safe, fair, and respectful learning environment for children, adults, and families, placing the value of relationships at the core. Participate in the Professional Development on June 30th, which includes classroom set-up and on-site planning. Prepare cognitively-demanding lessons, assignments, and enrichment activities (requires some planning work outside of regular program hours) Collaborate, plan, and co-teach with a teaching partner for 20 minutes each morning. Exhibit professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multilingual, multicultural, and economically diverse community. Attend mandatory central training sessions and online modules (which include an introduction to tracking attendance in Cityspan and administering the SAYO-T test to a select group of students). Prepare classroom space to be conducive to developmentally appropriate learning Instruction and Classroom Management Plan for and implement the Department of Early Childhood’s literacy and math summer school curriculum with fidelity (includes hands-on Centers and engaging in a culminating project). Implement push-in, pull out or whole-class ESL lessons to levels 1,2,3, and 4 Differentiate instruction so that all students complete rigorous academic work. Establish a productive learning environment and classroom culture in which all students are respected. Demonstrate a commitment to excellence, equity, and high expectations for all children with an emphasis on building on the strengths that children bring to the teaching/learning process and closing the achievement gap. Employ a wide range of strategies that address children's various learning styles and align with the Universal Design for Learning framework. Record daily attendance in the summer school attendance system (Cityspan). Use a variety of assessment tools and strategies to gather data to inform instruction. Participate in off-site field trips (which may include trips to Mattapan Library and ReadBoston). Provide students, families, site coordinators, and program staff with relevant and timely data. Oversee classroom management; enforce discipline code. Care for program materials and resources. Collaboration and Evaluation Initiate, develop, and maintain consistent partnerships with families and welcome families into the classroom throughout the program. Work with the site coordinator to maintain timely student attendance and progress records. Work with the site coordinator and other program staff to ensure all outcome goals are on track to be met, including academic outcomes and social-emotional skill development outcomes. Receive feedback from Summer Early Focus Site Coordinator and Program Director to improve instruction and classroom management. Smoothly and safely transition children at 1:30 pm dismissal, ensuring that all children are accounted for. Participate in organized staff meetings. Administer the SAYO-T test to a sampling of students sometimes in weeks 2- 4 of the summer program. Administer pre and post assessment Assist Program Director and Site Coordinator with compiling an inventory of curriculum materials after the conclusion of programming. Participate in mandatory feedback interviews with evaluators in order to support program wide evaluation through an outside observer to measure program quality and compare to other summer programs for future programming. Perform other related duties as requested. 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 Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort. Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks. Display passion and optimism about students, content, and the teaching profession. Communicating Content Knowledge Demonstrate mastery of and enthusiasm for content area and the pedagogy it requires. Demonstrate understanding for how subject matter applies in real-world settings and connects to other content areas and relevant standards. Convey content in creative and engaging ways that align to standards. Equitable & Effective Instruction Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work. Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation. Build a productive learning environment where every student participates and is valued as part of the class community. Cultural Proficiency Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement Engage with families and build collaborative, respectful relationships in service of student learning. Professional Reflection & Collaboration Regularly reflect on practice, seek and respond to feedback, and demonstrate self-awareness and commitment to continuous learning and development. Participate in and contribute to a collaborative adult learning community. Compensation: An anticipated total of 125 hours, including professional development, on-site program time, and additional duties, for an estimated total amount of up to $ 5000. TERMS: Compensation is set based on hours of work, including professional development, on-site program time, and additional duties. Teachers will not be paid for time not worked. All employees must read and agree to the BPS 2024 Summer Program Terms of Employment https://docs.google.com/document/d/1zsHOmBpWzc0JdJTG8NNmCZuL7HwmdiygLet6AAPpXAk/edit# . See BPS terms of employment for stipend dissemination guidelines (stipend includes pre-summer training and PD, on-site planning, summer programming, and any “wrap-up” duties). Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule. HR/payment is overseen by Solange Marsan of the BPS Department of Early Childhood. Human resource-related questions should be directed to smarsan@bostonpublicschools.org mailto:smarsan@bostonpublicschools.org . QUALIFICATIONS: ESL Certification. Massachusetts teaching license or school administrator license. Master’s Degree. Early Childhood Certification is preferred. Certified (or will be certified) for K1, K2, 1st, or 2nd grade. Worked with K1, K2, 1st, or 2nd-grade children in a formal teaching role within the last three years. Experience with the Department of Early Childhood’s supported curriculum (Focus on K0/K1, Focus on K2, Focus on First) and/or instructional practices. Experience with technology, zoom, google classroom, SeeSaw Experience with working with children with special needs (e.g, inclusion setting). Demonstration of culturally and linguistically sustaining practices. Willing to explore student learning in a non-traditional setting and connect student learning to project-based, experiential learning. Willing to work in close collaboration with the Department of Early Childhood on shared goals in a student-centered, school-aligned, results-focused initiative. Focused on whole-child approaches (academic and social-emotional development). Experience working with The Early Childhood Focus curriculum is preferred. Experience working within a Summer Learning partnership such as Summer Early Focus is preferred. 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. NONDISCRIMINATION POLICY 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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Summer Early Focus - ESL Teachers (Summer 2024)

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Primary Location Central Office - Multilingual & Multicultural Education

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