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bostonpublicschools
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25 yrs
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Newest job postings for bostonpublicschools
via Top School Jobs
schedule_type: Per diem
THIS IS A LONG TERM SUB POSITION that is expected to start on 02/5/2024 and end at the end of the school year. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).
Boston... Public Schools seeks an exceptional Elementary Specialist
THIS IS A LONG TERM SUB POSITION that is expected to start on 02/5/2024 and end at the end of the school year. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).
Boston... Public Schools seeks an exceptional Elementary Specialist Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. NOTE: This position likely is not assigned to a homeroom and instead covers for P&Ds (also known as "planning periods") for homeroom teachers, providing additional content support to supplement the lessons in their homeroom.
In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of School
Responsibilities: Elementary Teacher in an SEI setting
• Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas.
• Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.
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.
Qualifications - Required
• Education: Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in Elementary 1-6.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualification - Preferred
• Experience teaching in urban schools.
• Degree in Education
• Hold an SEI endorsement or a dual certification in ESL
• 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.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms: BTU, Group I
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 start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.
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 Show more details...
Boston... Public Schools seeks an exceptional Elementary Specialist Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. NOTE: This position likely is not assigned to a homeroom and instead covers for P&Ds (also known as "planning periods") for homeroom teachers, providing additional content support to supplement the lessons in their homeroom.
In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of School
Responsibilities: Elementary Teacher in an SEI setting
• Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas.
• Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.
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.
Qualifications - Required
• Education: Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in Elementary 1-6.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualification - Preferred
• Experience teaching in urban schools.
• Degree in Education
• Hold an SEI endorsement or a dual certification in ESL
• 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.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Terms: BTU, Group I
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 start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.
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 Show more details...
via ZipRecruiter
posted_at: 8 days agoschedule_type: Full-timesalary: 15 an hour
Overview:
The BPS Pipeline Programs were created in response to the Judge Garity mandate of achieving 25% educators of color in the Boston Public Schools. We have served over 200 students in the programs history, 100% of graduating seniors who applied to college were accepted into 4 year colleges and universities, and our current program fellow (secondary contact) is herself a 2023 graduate and... program alum.
Key Duties and Responsibilities:
Teacher
Overview:
The BPS Pipeline Programs were created in response to the Judge Garity mandate of achieving 25% educators of color in the Boston Public Schools. We have served over 200 students in the programs history, 100% of graduating seniors who applied to college were accepted into 4 year colleges and universities, and our current program fellow (secondary contact) is herself a 2023 graduate and... program alum.
Key Duties and Responsibilities:
Teacher Cadet as part of the Pipeline Programs serves a job training, offering intensive coursework and increased commitment on top of student normal school workloads. Paying students for their time and efforts in the program removes the barrier of needing to choose between working/making money and developing their academic tool kit.
The Ideal Candidate for this Job:
Must be a BPS high school student (SY), but be a rising 9th - 2024 graduate & be a Boston resident, Cadets should have an open mind, be passionate about education/leadership Show more details...
The BPS Pipeline Programs were created in response to the Judge Garity mandate of achieving 25% educators of color in the Boston Public Schools. We have served over 200 students in the programs history, 100% of graduating seniors who applied to college were accepted into 4 year colleges and universities, and our current program fellow (secondary contact) is herself a 2023 graduate and... program alum.
Key Duties and Responsibilities:
Teacher Cadet as part of the Pipeline Programs serves a job training, offering intensive coursework and increased commitment on top of student normal school workloads. Paying students for their time and efforts in the program removes the barrier of needing to choose between working/making money and developing their academic tool kit.
The Ideal Candidate for this Job:
Must be a BPS high school student (SY), but be a rising 9th - 2024 graduate & be a Boston resident, Cadets should have an open mind, be passionate about education/leadership Show more details...
via TopSchoolJobs
schedule_type: Per diem
THIS IS A LONG TERM SUB POSITION that is expected to end at the conclusion of this school year. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).
Boston Public Schools... seeks an exceptional English as a Second Language
THIS IS A LONG TERM SUB POSITION that is expected to end at the conclusion of this school year. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).
Boston Public Schools... seeks an exceptional English as a Second Language (ESL) Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of school
Responsibilities
Teach: English as a Second Language:
• Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
• Collaborate and communicate with the students' content teacher(s) to align instruction and support to both the students' English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
• Collaborate and communicate with the school's instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
• Assist with the oversight and delivery of ACCESSadministration.
• Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
• Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
• Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
• Integrate technology into the classroom as an instructional tool and for personal productivity.
• Demonstrate an understanding of and fluency using WIDA's ELD Standards Framework and Can Do Descriptors.
• Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
• Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
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.
Qualifications - Required
• Education Level: Hold a Bachelor's degree.
• Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
• Complete state and federal guidelines in order to be fully licensed and "Highly Qualified."
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
• Able to model excellent spoken and written English for students learning English in school.
Qualifications - Preferred
• Experience teaching in an urban setting.
• 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, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, & Somali.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
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 Show more details...
Boston Public Schools... seeks an exceptional English as a Second Language (ESL) Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Reports to: Principal/Head of school
Responsibilities
Teach: English as a Second Language:
• Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
• Collaborate and communicate with the students' content teacher(s) to align instruction and support to both the students' English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
• Collaborate and communicate with the school's instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
• Assist with the oversight and delivery of ACCESSadministration.
• Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
• Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
• Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
• Integrate technology into the classroom as an instructional tool and for personal productivity.
• Demonstrate an understanding of and fluency using WIDA's ELD Standards Framework and Can Do Descriptors.
• Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
• Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
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.
Qualifications - Required
• Education Level: Hold a Bachelor's degree.
• Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
• Complete state and federal guidelines in order to be fully licensed and "Highly Qualified."
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
• Able to model excellent spoken and written English for students learning English in school.
Qualifications - Preferred
• Experience teaching in an urban setting.
• 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, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, & Somali.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
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 Show more details...
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