QUALIFICATIONS - REQUIRED:

• Active teaching license in content and grade level
• Asset-based perspective of Black, Latinx, Indigenous, Asian, English Learners, Special Education, and other historically marginalized students and families
• Bachelor’s or Master’s degree
• Familiarity with Exam Schools and rigorous academic expectations
• Content expertise in ELA and/or Math
• Current authorization to work in the United States. Candidates must have such authorization on their first day of employment

QUALIFICATIONS - 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. Candidates who are fluent in Spanish, Cape Verdean Creole, Haitian Creole, Vietnamese, Somali, or Portuguese are strongly preferred
• ESL Licensed and/or SEI endorsed
• Experienced in the implementation of effective Social Emotional Learning and Restorative Practices
  TERMS: Stipend position. Hourly rate of $59.39/hr - Total of 28 hours of teaching time, up to 30 hours of prep and reporting time (all virtual), for an estimated total amount of up to $1,782. Payment will be processed as a stipend at the end of the program.
  The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org

CORE COMPETENCIES: Using the Culturally Responsive Instructional Observation Protocol (CRIOP), the identified priority skills and abilities that all BPS teachers should possess include:

• Classroom Relationship

• Provide effective, culturally responsive instruction to advance students in the mastery of Math/ELA standards
• Use and enhance ESI curriculum materials to provide engaging lessons that incorporate critical best practices for standards-aligned instruction in ELA and Math; collaborate with colleagues to share best practices and strategies
• Administer pre and post-tests (if necessary) and utilize the data to drive instruction
• Engage and welcome students/families; learn about each student and provide family feedback on student performance and academic progress on a consistent basis and at the end of programming
• Record accurate daily attendance and perform other tasks as requested

CORE COMPETENCIES: Using the Culturally Responsive Instructional Observation Protocol (CRIOP), the identified priority skills and abilities that all BPS teachers should possess include:

• Classroom Relationships

• • The teacher demonstrates an ethic of care (e.g., equitable relationships, bonding)
• The teacher communicates high expectations for all students
• The teacher creates a learning atmosphere that engenders respect for one another and toward diverse populations
• Family Collaboration
• The teacher reaches out to meet parents in positive, non-traditional ways
• The teacher intentionally learns about families’ linguistic/cultural knowledge and expertise to support student learning
• The teacher encourages parent/family involvement
• Assessment Practices
• Use a variety of formal and informal assessments to measure student learning, growth, and progress toward achieving ELA and Math standards
• Consistently utilize the Progress Learning platform to assign assignments
• Utilize Google Classroom for writing assignments and grading
• Students have opportunities for self-assessment
• Instructional Practices
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• Instruction is contextualized in students’ lives, experiences, and individual abilities

• Students engage in active, hands-on, meaningful learning tasks, including inquiry-based learning
• The teacher uses instructional techniques that scaffold student learning
• Discourse
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• The teacher promotes active student engagement through discourse practices

• The teacher promotes equitable and culturally sustaining discourse practices
• The teacher provides structures that promote academic conversation
• Critical Consciousness
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• The curriculum and planned learning experiences provide opportunities for the inclusion of issues important to the classroom, school, and community

• The curriculum and planned learning experiences incorporate opportunities to confront negative stereotypes and biases
• The curriculum and planned learning experiences integrate and provide opportunities for the expression of diverse perspectives