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Most recent job postings at 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...
via Top School Jobs
schedule_type: Full-time
This position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to end on at the conclusion of this school year. At that time, the covering paraprofessional will be terminated from the position.
Job Title: Paraprofessional...
Reports to: Principal/Headmaster
General Description and Goals:
Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the
This position is a temporary vacancy covering for a paraprofessional on leave. The position is expected to end on at the conclusion of this school year. At that time, the covering paraprofessional will be terminated from the position.
Job Title: Paraprofessional...
Reports to: Principal/Headmaster
General Description and Goals:
Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools.
Responsibilities:
• Supports direct instruction to children individually, in small groups, and in classroom settings
• Provides assistance with classroom activities.
• Prepares instructional materials.
• Assists in classroom set up and clean up.
• Manages individual and classroom behavior, using prescribed approaches.
• Supervises students on field trip activities.
• Performs other related duties as requested by Headmaster/Principal.
Qualifications
Required:
• High School Diploma or GED.
• Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment ( http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants ( http://www.act.org/workkeys/profcert/index.html ).
• Minimum of two years experience working with young children.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
Preferred:
• Associate's or Bachelor's Degree.
• Certification as a teacher or license as a social worker.
• 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.
Terms:
BTU, Paraprofessional hourly rate
Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the SY20-21 school year.
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...
Job Title: Paraprofessional...
Reports to: Principal/Headmaster
General Description and Goals:
Paraprofessionals will assist teachers in providing an innovative, high quality education program designed to meet the needs of the children in the Boston Public Schools. Paraprofessionals will work with school staff to create an educational environment in which quality and continuity are key factors in educating the students of the Boston Public Schools.
Responsibilities:
• Supports direct instruction to children individually, in small groups, and in classroom settings
• Provides assistance with classroom activities.
• Prepares instructional materials.
• Assists in classroom set up and clean up.
• Manages individual and classroom behavior, using prescribed approaches.
• Supervises students on field trip activities.
• Performs other related duties as requested by Headmaster/Principal.
Qualifications
Required:
• High School Diploma or GED.
• Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment ( http://www.ets.org/parapro/ ) or WorkKeys Certificate of Proficiency for Teacher Assistants ( http://www.act.org/workkeys/profcert/index.html ).
• Minimum of two years experience working with young children.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
Preferred:
• Associate's or Bachelor's Degree.
• Certification as a teacher or license as a social worker.
• 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.
Terms:
BTU, Paraprofessional hourly rate
Please refer to the Salary Information section on the Career Site for more information on compensation. Salaries are listed by Union 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the SY20-21 school year.
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 TopSchoolJobs
schedule_type: Per diem
THIS IS A LONG TERM SUB POSITION that is expected to start on 04/01/24 and end on 06/20/24. 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 Early Childhood Teacher with an
THIS IS A LONG TERM SUB POSITION that is expected to start on 04/01/24 and end on 06/20/24. 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 Early Childhood Teacher with an SEI endorsement 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: Early Childhood (Grades PK-2) in an SEI environment
• Implement district learning goals and objectives using the Opening The World of Learning (OWL) curriculum, in alignment with state frameworks.
• 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 relationships between child to child, child to curriculum, teacher to child, teacher to families and communities, and classrooms to schools through the intentional implementation of appropriate curriculum.
Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.
• 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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)
• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.
• 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, III-B-2. Collaboration)
• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
• Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)
• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
Qualifications - Required
• Education: Hold a bachelor's degree.
• Hold a valid Massachusetts Teaching License for Early Childhood
• Hold a valid Massachusetts SEI Endorsement OR dual certification in ESL
• 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.
Qualifications-Preferred
• Experience teaching in urban schools.
• Degree in Early Childhood or Education.
• Familiarity with the TERC Investigations Math Curriculum
• 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)).
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 Early Childhood Teacher with an SEI endorsement 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: Early Childhood (Grades PK-2) in an SEI environment
• Implement district learning goals and objectives using the Opening The World of Learning (OWL) curriculum, in alignment with state frameworks.
• 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 relationships between child to child, child to curriculum, teacher to child, teacher to families and communities, and classrooms to schools through the intentional implementation of appropriate curriculum.
Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.
• 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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)
• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.
• 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, III-B-2. Collaboration)
• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
• Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)
• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
Qualifications - Required
• Education: Hold a bachelor's degree.
• Hold a valid Massachusetts Teaching License for Early Childhood
• Hold a valid Massachusetts SEI Endorsement OR dual certification in ESL
• 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.
Qualifications-Preferred
• Experience teaching in urban schools.
• Degree in Early Childhood or Education.
• Familiarity with the TERC Investigations Math Curriculum
• 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)).
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 Top School Jobs
schedule_type: Full-time
ESY - One-to-One Paraprofessional (Summer 2024)
• *THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL, TEMPORARY, AND NOT GUARANTEED
...
Note: Please check your BPS email and phone messages because BPS will reach out to you with questions and/or a job offer via TalentEd. Calling or emailing the Office of Special Education to inquire about paraprofessional positions will not increase the likelihood of getting hired. However, if you have any questions,
ESY - One-to-One Paraprofessional (Summer 2024)
• *THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL, TEMPORARY, AND NOT GUARANTEED
...
Note: Please check your BPS email and phone messages because BPS will reach out to you with questions and/or a job offer via TalentEd. Calling or emailing the Office of Special Education to inquire about paraprofessional positions will not increase the likelihood of getting hired. However, if you have any questions, you may email esy-hiring@bostonpublicschools.org .
PROGRAM DESCRIPTION: Extended School Year (ESY) offers specialized services to students with disabilities. The decision to provide ESY is made by the IEP Team, who assesses the necessity to minimize substantial regression and reduce substantial recoupment, ensuring effective progress for the students. The IEP Team also evaluates the level of needs and recommends specific IEP services during ESY based on individual student requirements. The determination of ESY services is made according to the IEP Team's identification, focusing on the students' individual needs and aligning with the delivery of targeted ESY goals and objectives.
REPORTS TO: Position reports to the Director of Extended School Year and Expanded Learning in the Office of Special Education.
For questions about this position, please email esy-hiring@bostonpublicschools.org .
Position works closely under the supervision of the classroom Teacher.
PROGRAM SCHEDULE:
The instructional hours for students are 6 hours per day, 5 days per week, for 5 weeks from July 8 to August 9, 2023.
The Paraprofessional is expected to:
• Work a 6-hour day, 5 days per week, for 5 weeks.
RESPONSIBILITIES:
• Work all 25 days of the program.
• Provide direct service to individual students.
• Assist teacher or student directly with various needs including: Instruction, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, and de-escalation.
• Collaborate with the classroom teacher.
• Support direct, small, and whole group instruction to students with disabilities.
• Perform other related duties as requested by the ESY Special Education Teacher or Director of Operations.
• Foster open communication between parents and staff.
TERMS:
• Hourly rate determined by candidate experience level, educational credits, and role, ranging from $29.68/hour to $40.86/hour.
• Paraprofessionals are to be paid the rate of the position they are hired into for the summer program. NOTE: Paraprofessionals who hold a different role during the school year will not be paid at their school year rate. (For example, this means a school-year classroom or Community Field Coordinator paraprofessional who takes a 1:1 paraprofessional role will get the 1:1 paraprofessional rate per BTU contract, at the appropriate credits and steps.)
• Anticipated total of 157 paid hours on-site, which includes 7 hours for Professional Development.
• Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with the BPS summer payroll schedule.
• All employees must read and agree to the 2024 Summer Program Terms of Employment .
• Job offers are conditional and based on sufficient enrollment/attendance
QUALIFICATIONS - REQUIRED:
• The One-to-One Paraprofessional currently working with the student has the right to the position before anyone else is interviewed.
• High School Diploma or GED.
• Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).
• Current Safety-care certification.
• Minimum of two years experience working with children.
• Experience and ability working with special education teachers.
• Experience and ability working with students with disabilities.
• Ability to work collaboratively with others.
• Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students.
• Demonstrated experience and ability in assisting with team instruction.
• Able to be flexible to accommodate the needs of the student and or parent/guardians.
• May be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional.
• Current authorization to work in the United States. Candidates must have such authorization by their first day of employment.
QUALIFICATIONS - PREFERRED:
• Current one-to-one paraprofessional at a BPS school attended by students in this program.
• Trained in ABA.
• 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 Show more details...
• *THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL, TEMPORARY, AND NOT GUARANTEED
...
Note: Please check your BPS email and phone messages because BPS will reach out to you with questions and/or a job offer via TalentEd. Calling or emailing the Office of Special Education to inquire about paraprofessional positions will not increase the likelihood of getting hired. However, if you have any questions, you may email esy-hiring@bostonpublicschools.org .
PROGRAM DESCRIPTION: Extended School Year (ESY) offers specialized services to students with disabilities. The decision to provide ESY is made by the IEP Team, who assesses the necessity to minimize substantial regression and reduce substantial recoupment, ensuring effective progress for the students. The IEP Team also evaluates the level of needs and recommends specific IEP services during ESY based on individual student requirements. The determination of ESY services is made according to the IEP Team's identification, focusing on the students' individual needs and aligning with the delivery of targeted ESY goals and objectives.
REPORTS TO: Position reports to the Director of Extended School Year and Expanded Learning in the Office of Special Education.
For questions about this position, please email esy-hiring@bostonpublicschools.org .
Position works closely under the supervision of the classroom Teacher.
PROGRAM SCHEDULE:
The instructional hours for students are 6 hours per day, 5 days per week, for 5 weeks from July 8 to August 9, 2023.
The Paraprofessional is expected to:
• Work a 6-hour day, 5 days per week, for 5 weeks.
RESPONSIBILITIES:
• Work all 25 days of the program.
• Provide direct service to individual students.
• Assist teacher or student directly with various needs including: Instruction, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, and de-escalation.
• Collaborate with the classroom teacher.
• Support direct, small, and whole group instruction to students with disabilities.
• Perform other related duties as requested by the ESY Special Education Teacher or Director of Operations.
• Foster open communication between parents and staff.
TERMS:
• Hourly rate determined by candidate experience level, educational credits, and role, ranging from $29.68/hour to $40.86/hour.
• Paraprofessionals are to be paid the rate of the position they are hired into for the summer program. NOTE: Paraprofessionals who hold a different role during the school year will not be paid at their school year rate. (For example, this means a school-year classroom or Community Field Coordinator paraprofessional who takes a 1:1 paraprofessional role will get the 1:1 paraprofessional rate per BTU contract, at the appropriate credits and steps.)
• Anticipated total of 157 paid hours on-site, which includes 7 hours for Professional Development.
• Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with the BPS summer payroll schedule.
• All employees must read and agree to the 2024 Summer Program Terms of Employment .
• Job offers are conditional and based on sufficient enrollment/attendance
QUALIFICATIONS - REQUIRED:
• The One-to-One Paraprofessional currently working with the student has the right to the position before anyone else is interviewed.
• High School Diploma or GED.
• Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).
• Current Safety-care certification.
• Minimum of two years experience working with children.
• Experience and ability working with special education teachers.
• Experience and ability working with students with disabilities.
• Ability to work collaboratively with others.
• Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students.
• Demonstrated experience and ability in assisting with team instruction.
• Able to be flexible to accommodate the needs of the student and or parent/guardians.
• May be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional.
• Current authorization to work in the United States. Candidates must have such authorization by their first day of employment.
QUALIFICATIONS - PREFERRED:
• Current one-to-one paraprofessional at a BPS school attended by students in this program.
• Trained in ABA.
• 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 Show more details...
via ZipRecruiter
posted_at: 10 days agoschedule_type: Full-time
This job posting is for all individuals interested in Principal and Head of School positions in the Boston Public Schools for the 2024-2025 school year. This job posting will build a pool of strong candidates for these positions when they become available in the winter/spring of 2024. Candidates will be made aware of individual school openings once they progress through the process. School types... could include autonomous, exam, technical vocational,
This job posting is for all individuals interested in Principal and Head of School positions in the Boston Public Schools for the 2024-2025 school year. This job posting will build a pool of strong candidates for these positions when they become available in the winter/spring of 2024. Candidates will be made aware of individual school openings once they progress through the process. School types... could include autonomous, exam, technical vocational, traditional, and turnaround. This job posting only includes Principal and Head of School positions. Other administrative positions are posted individually on the BPS hiring site.
Why lead in BPS?
We are committed to our students and have a track record of success.
As the birthplace of public education in this nation, the Boston Public Schools is committed to partnering with families and communities to transform the lives of all children through exemplary teaching and leadership. We cultivate staff who create safe, welcoming and affirming environments, celebrate diversity and confront racism and inequities. Together, we work to develop the knowledge, skill, and character to excel in college, career and life for all learners. There are many positive indicators for the growth of opportunity for our students in Boston; student performance on the National Assessment of Educational Progress (NAEP), also known as the national report card, makes BPS the first urban district to meet their marks in both English and Math for both tested grades. In addition, our graduation rates have increased steadily, reaching their highest ever point in 2018 at 75% district-wide.
We serve a richly diverse community of students and families.
Boston Public Schools is quickly becoming one of the most diverse school districts in the country. As a leader in BPS, you will be immersed in our rich community cultures and have the opportunity to close the opportunity gaps that persist in our city and nation. Our 46,001 students reflect Boston's vibrant blend of cultures, representing 140 countries and speaking 80 languages. 81% of our students identify as Black, Hispanic or Asian, and 49% have a first language other than English. Our learners hold a wide variety of learning styles and have varying levels of unique needs: 23% of students have IEPs and 70% of our students qualify as economically disadvantaged. Our district takes pride in providing equitable access to opportunity for all students and families through the use of Culturally and Linguistically Sustaining Practices (CLSP), and tools such as Culturally Relevant Instruction Observation Protocols (CRIOP). By leading in our district, you are a key lever in embracing our urgent and mission-driven commitment to serving and empowering all of our kids and coaching others to do their best work to close academic gaps.
We support our leaders to learn, grow, and succeed.
Our leaders receive individualized leadership and operational support, job-embedded professional learning, and relevant support from specific departments. Additionally, all leaders take part in Professional Learning Communities of their choice and attend All Leader Professional Development, both of which are focused on different aspects of building and honing anti-racist practices grounded in Culturally and Linguistically Responsive Practices. New leaders are supported through a two year induction program that includes professional learning sessions, cohort support sessions and mentoring from seasoned and successful leaders in the district.
We have a highly-supported, world-class teacher and staff community.
As a leader in Boston Public Schools, you will be surrounded by a team that consistently assists you in supporting students and families. Our schools have multiple school-based staff supporting students throughout their school day. These teams are an integral part of the community and are supported through Central Office training and support. We are proud to cultivate a talented and dedicated teacher force. We support and develop our teachers through multiple pathways, starting with new teacher development and continuing throughout teachers' careers.
Who are we looking for?
Boston Public Schools Leaders are passionate about equity, furthering student achievement, providing safe spaces for students to learn and grow. They are laser-focused on closing opportunity gaps. They reflect the racial, cultural, and linguistic diversity of our students and have a strong commitment to their greater school communities and the City of Boston. They are culturally, instructionally and operationally proficient and are able to utilize and develop these competencies to best serve all students and staff in their buildings.
What skills & attributes are we looking for?
Visionary Leadership
Our School Leaders work with their teams to develop and implement a clearly defined vision that honors and acknowledges the assets, funds of knowledge and cultural wealth of students and families. The Leader's vision maintains a clear focus on achieving sustainable success for every student, providing access to equitable opportunities, and building a sustainable inclusive and culturally responsive school culture and environment.
Vision: Build and act on a vision that is informed, continually refined and strengthened through student and family input, student data, best practice research, and community input.
Reflection & Feedback: Reflect on their leadership behaviors and practice, seek feedback and demonstrate a willingness to hear and apply it and continuously improve.
Communications: Establish consistent, reliable, and clear communications and engagement opportunities with multiple stakeholders to reinforce the "why" behind the vision, and reflect how new initiatives and any shifts are connected to it. The school leader adapts their own messages and actions to speak to and resonate with each audience, addressing their unique questions or needs.
Prioritization of Equity: Set clear priorities that advance racial equity, think critically, and seek input in decision-making through deliberate processes that elevate the voices of the most marginalized and of those who will be most impacted by the decision.
Thoughtful Decision-Making: Stay calm and level-headed under pressure; take well-thought out, often non-traditional, decisive action to achieve desired results for students that are tangible and measurable.
Operational Excellence: Able to set and work against a strict budget, adhere to legal regulations and union workplace guidelines, manage staff, and establish systems and a schedule that best serve students and enable staff to work effectively.
Instructional Leadership
Our School Leaders take initiative to create change and implement new initiatives grounded in equity to accomplish sustainable results. They have the knowledge and experience to build, support and empower their staff to create healthy and sustaining learning environments and consistently deliver excellent and equitable instruction.
High-Quality Instructional Materials: Support and advocate for the adoption and implementation of high quality, culturally responsive and standards aligned instructional materials. Ensure the use of tools and processes that vet instructional materials and PD for bias.
Professional Development: Support the development of professional learning that is timely and relevant and equips teachers to effectively provide culturally responsive and linguistically sustaining instruction. Help prepare teachers to lead and facilitate sessions that include cognitively demanding tasks and assessments of learning.
Instructional Excellence: Monitor and ensure high quality, culturally responsive instructional practices among teachers and staff to advance learning for every student. Ensure instruction is contextualized in students' lives, promotes academic discourse, develops students' critical consciousness, and enables students to demonstrate learning in a variety of ways.
Cultural Competency: Model and coach educators to provide culturally sustaining instruction that incorporates research-based best practice. Provide opportunities for educators to model for and coach each other.
Use of Data: Consistently examine and use disaggregated data to support calls for change in practice or instructional approach, paying close attention to inequities and gaps for historically marginalized students.
Growth Pathways: Provide pathways and opportunities for educators to grow as instructional leaders by providing opportunities for educators to lead in all of the above.
Leadership in Equity
Our school leaders believe deeply in the potential for every student to succeed, and work tirelessly each day to create an anti-racist school environment that is built around high expectations, an inclusive and welcoming culture, and an expectation of excellence for all.
Disrupt Inequities: Take clear, swift action to disrupt inherent inequities within the school community and relentlessly pursue what is right for students, even in the face of opposition from those in power.
Passion for Students: Require all educators in the school to maintain and model a similar asset-based perspective of students and families and commitment to student learning, growth, and opportunity. Our school leaders maintain and continue to model this confidence in every student even when the students demonstrate that they struggle to believe in themselves.
Culture: Embrace all student cultures and native languages, and engage and lead others in creating opportunities for the full community to celebrate and learn from them through linguistic and culture-sustaining experiences
Awareness: Ensures regular opportunities for educators to build awareness of their own cultural identities, lenses and biases through text-based dialogue and activities that enable educators to identify, confront and disrupt biases and racism.
Confronting Racism: Actively confronts racism, stereotypes and biases and empowers the school community - educators, students, families and partners - to do the same.
Family Partnerships: Able to build authentic relationships with students, families and communities to enable learning partnerships. Support educators in establishing genuine partnership with families, intentionally learn from families, and encourage family involvement in classrooms and school. Ensure proactive and positive outreach to families and partners so that they may engage meaningfully with school in traditional and non-traditional ways.
Team Building
The school leader will purposefully recruit, select, and support an experienced, culturally competent and diverse team who can work together to ensure the success of all students in the building.
Staffing: Ensure practices that yield and retain staff that have an asset-based mindset and fervent belief in the students and families served by the school. Place staff in roles that play to their strengths and enable them to have the greatest impact on students.
Growth: Facilitate the growth of individuals through ongoing, actionable feedback and evaluation; creates and empowers educators to seek out stretch opportunities; and coaches and mentors teachers to achieve the school mission and grow as leaders.
Collaboration: Provide space for staff to engage in collaborative work to meet their immediate needs and build their longer-term capacity through Common Planning Time, coaching, mentoring, and the development of teacher-led PLCs and other opportunities for growth and collaboration.
Feedback: Provide and support others to provide real-time personalized, actionable feedback and opportunities so staff can celebrate their wins, and identify areas where they need to improve. Hold staff members accountable to changes in their practice to best serve students.
Distributed Leadership: Practice, model, and encourage distributed and shared leadership. Provides coaching and clear pathways for others to grow into leadership roles.
Culture & Community Building
Our school leaders create and maintain a safe, supportive and sustaining school community and an environment for learning in which all students and their families feel welcome.
Collaborative Culture: Demonstrates an ethic of care. Create and sustain a school culture of "we" vs. "I", with partnership and collaboration for all of the adults across the building, including teachers, administrators, central office staff, paraprofessionals, custodial staff, families and partners.
Engagement: Value and harness the strengths of families through a demonstrated commitment to frequent, meaningful and authentic partnership and engagement opportunities.
Safe Space: Create a psychologically safe space for all students, families and staff, where they feel consistently heard, seen, valued and respected.
Partnerships: Proactively seek out and leverage local partners, leaders and community organizations to complement teacher expertise, inform school improvement, and provide additional resources and learning opportunities for students and teachers. Ensure partnerships are culturally competent and target supports for students who are carrying the greatest burden of inequities.
SEL: Models the principles of culturally responsive social and emotional learning through daily interactions with staff and students; coaches staff to do the same to provide students with the social and emotional support they need.
Diversity: Creates and supports the development of inclusive efforts to celebrate student culture and diversity.
Qualifications - Required:
• Masters in Education or similar field.
• Possession of a valid Massachusetts School Principal License or proof of successful completion of MA-PAL.
• For Technical/Vocational positions: Possession of valid Vocational/Technical preliminary or professional license.
• Current authorization to work in the United States-candidates must have such authorization by their first day of employment.
Qualifications - Preferred Show more details...
Why lead in BPS?
We are committed to our students and have a track record of success.
As the birthplace of public education in this nation, the Boston Public Schools is committed to partnering with families and communities to transform the lives of all children through exemplary teaching and leadership. We cultivate staff who create safe, welcoming and affirming environments, celebrate diversity and confront racism and inequities. Together, we work to develop the knowledge, skill, and character to excel in college, career and life for all learners. There are many positive indicators for the growth of opportunity for our students in Boston; student performance on the National Assessment of Educational Progress (NAEP), also known as the national report card, makes BPS the first urban district to meet their marks in both English and Math for both tested grades. In addition, our graduation rates have increased steadily, reaching their highest ever point in 2018 at 75% district-wide.
We serve a richly diverse community of students and families.
Boston Public Schools is quickly becoming one of the most diverse school districts in the country. As a leader in BPS, you will be immersed in our rich community cultures and have the opportunity to close the opportunity gaps that persist in our city and nation. Our 46,001 students reflect Boston's vibrant blend of cultures, representing 140 countries and speaking 80 languages. 81% of our students identify as Black, Hispanic or Asian, and 49% have a first language other than English. Our learners hold a wide variety of learning styles and have varying levels of unique needs: 23% of students have IEPs and 70% of our students qualify as economically disadvantaged. Our district takes pride in providing equitable access to opportunity for all students and families through the use of Culturally and Linguistically Sustaining Practices (CLSP), and tools such as Culturally Relevant Instruction Observation Protocols (CRIOP). By leading in our district, you are a key lever in embracing our urgent and mission-driven commitment to serving and empowering all of our kids and coaching others to do their best work to close academic gaps.
We support our leaders to learn, grow, and succeed.
Our leaders receive individualized leadership and operational support, job-embedded professional learning, and relevant support from specific departments. Additionally, all leaders take part in Professional Learning Communities of their choice and attend All Leader Professional Development, both of which are focused on different aspects of building and honing anti-racist practices grounded in Culturally and Linguistically Responsive Practices. New leaders are supported through a two year induction program that includes professional learning sessions, cohort support sessions and mentoring from seasoned and successful leaders in the district.
We have a highly-supported, world-class teacher and staff community.
As a leader in Boston Public Schools, you will be surrounded by a team that consistently assists you in supporting students and families. Our schools have multiple school-based staff supporting students throughout their school day. These teams are an integral part of the community and are supported through Central Office training and support. We are proud to cultivate a talented and dedicated teacher force. We support and develop our teachers through multiple pathways, starting with new teacher development and continuing throughout teachers' careers.
Who are we looking for?
Boston Public Schools Leaders are passionate about equity, furthering student achievement, providing safe spaces for students to learn and grow. They are laser-focused on closing opportunity gaps. They reflect the racial, cultural, and linguistic diversity of our students and have a strong commitment to their greater school communities and the City of Boston. They are culturally, instructionally and operationally proficient and are able to utilize and develop these competencies to best serve all students and staff in their buildings.
What skills & attributes are we looking for?
Visionary Leadership
Our School Leaders work with their teams to develop and implement a clearly defined vision that honors and acknowledges the assets, funds of knowledge and cultural wealth of students and families. The Leader's vision maintains a clear focus on achieving sustainable success for every student, providing access to equitable opportunities, and building a sustainable inclusive and culturally responsive school culture and environment.
Vision: Build and act on a vision that is informed, continually refined and strengthened through student and family input, student data, best practice research, and community input.
Reflection & Feedback: Reflect on their leadership behaviors and practice, seek feedback and demonstrate a willingness to hear and apply it and continuously improve.
Communications: Establish consistent, reliable, and clear communications and engagement opportunities with multiple stakeholders to reinforce the "why" behind the vision, and reflect how new initiatives and any shifts are connected to it. The school leader adapts their own messages and actions to speak to and resonate with each audience, addressing their unique questions or needs.
Prioritization of Equity: Set clear priorities that advance racial equity, think critically, and seek input in decision-making through deliberate processes that elevate the voices of the most marginalized and of those who will be most impacted by the decision.
Thoughtful Decision-Making: Stay calm and level-headed under pressure; take well-thought out, often non-traditional, decisive action to achieve desired results for students that are tangible and measurable.
Operational Excellence: Able to set and work against a strict budget, adhere to legal regulations and union workplace guidelines, manage staff, and establish systems and a schedule that best serve students and enable staff to work effectively.
Instructional Leadership
Our School Leaders take initiative to create change and implement new initiatives grounded in equity to accomplish sustainable results. They have the knowledge and experience to build, support and empower their staff to create healthy and sustaining learning environments and consistently deliver excellent and equitable instruction.
High-Quality Instructional Materials: Support and advocate for the adoption and implementation of high quality, culturally responsive and standards aligned instructional materials. Ensure the use of tools and processes that vet instructional materials and PD for bias.
Professional Development: Support the development of professional learning that is timely and relevant and equips teachers to effectively provide culturally responsive and linguistically sustaining instruction. Help prepare teachers to lead and facilitate sessions that include cognitively demanding tasks and assessments of learning.
Instructional Excellence: Monitor and ensure high quality, culturally responsive instructional practices among teachers and staff to advance learning for every student. Ensure instruction is contextualized in students' lives, promotes academic discourse, develops students' critical consciousness, and enables students to demonstrate learning in a variety of ways.
Cultural Competency: Model and coach educators to provide culturally sustaining instruction that incorporates research-based best practice. Provide opportunities for educators to model for and coach each other.
Use of Data: Consistently examine and use disaggregated data to support calls for change in practice or instructional approach, paying close attention to inequities and gaps for historically marginalized students.
Growth Pathways: Provide pathways and opportunities for educators to grow as instructional leaders by providing opportunities for educators to lead in all of the above.
Leadership in Equity
Our school leaders believe deeply in the potential for every student to succeed, and work tirelessly each day to create an anti-racist school environment that is built around high expectations, an inclusive and welcoming culture, and an expectation of excellence for all.
Disrupt Inequities: Take clear, swift action to disrupt inherent inequities within the school community and relentlessly pursue what is right for students, even in the face of opposition from those in power.
Passion for Students: Require all educators in the school to maintain and model a similar asset-based perspective of students and families and commitment to student learning, growth, and opportunity. Our school leaders maintain and continue to model this confidence in every student even when the students demonstrate that they struggle to believe in themselves.
Culture: Embrace all student cultures and native languages, and engage and lead others in creating opportunities for the full community to celebrate and learn from them through linguistic and culture-sustaining experiences
Awareness: Ensures regular opportunities for educators to build awareness of their own cultural identities, lenses and biases through text-based dialogue and activities that enable educators to identify, confront and disrupt biases and racism.
Confronting Racism: Actively confronts racism, stereotypes and biases and empowers the school community - educators, students, families and partners - to do the same.
Family Partnerships: Able to build authentic relationships with students, families and communities to enable learning partnerships. Support educators in establishing genuine partnership with families, intentionally learn from families, and encourage family involvement in classrooms and school. Ensure proactive and positive outreach to families and partners so that they may engage meaningfully with school in traditional and non-traditional ways.
Team Building
The school leader will purposefully recruit, select, and support an experienced, culturally competent and diverse team who can work together to ensure the success of all students in the building.
Staffing: Ensure practices that yield and retain staff that have an asset-based mindset and fervent belief in the students and families served by the school. Place staff in roles that play to their strengths and enable them to have the greatest impact on students.
Growth: Facilitate the growth of individuals through ongoing, actionable feedback and evaluation; creates and empowers educators to seek out stretch opportunities; and coaches and mentors teachers to achieve the school mission and grow as leaders.
Collaboration: Provide space for staff to engage in collaborative work to meet their immediate needs and build their longer-term capacity through Common Planning Time, coaching, mentoring, and the development of teacher-led PLCs and other opportunities for growth and collaboration.
Feedback: Provide and support others to provide real-time personalized, actionable feedback and opportunities so staff can celebrate their wins, and identify areas where they need to improve. Hold staff members accountable to changes in their practice to best serve students.
Distributed Leadership: Practice, model, and encourage distributed and shared leadership. Provides coaching and clear pathways for others to grow into leadership roles.
Culture & Community Building
Our school leaders create and maintain a safe, supportive and sustaining school community and an environment for learning in which all students and their families feel welcome.
Collaborative Culture: Demonstrates an ethic of care. Create and sustain a school culture of "we" vs. "I", with partnership and collaboration for all of the adults across the building, including teachers, administrators, central office staff, paraprofessionals, custodial staff, families and partners.
Engagement: Value and harness the strengths of families through a demonstrated commitment to frequent, meaningful and authentic partnership and engagement opportunities.
Safe Space: Create a psychologically safe space for all students, families and staff, where they feel consistently heard, seen, valued and respected.
Partnerships: Proactively seek out and leverage local partners, leaders and community organizations to complement teacher expertise, inform school improvement, and provide additional resources and learning opportunities for students and teachers. Ensure partnerships are culturally competent and target supports for students who are carrying the greatest burden of inequities.
SEL: Models the principles of culturally responsive social and emotional learning through daily interactions with staff and students; coaches staff to do the same to provide students with the social and emotional support they need.
Diversity: Creates and supports the development of inclusive efforts to celebrate student culture and diversity.
Qualifications - Required:
• Masters in Education or similar field.
• Possession of a valid Massachusetts School Principal License or proof of successful completion of MA-PAL.
• For Technical/Vocational positions: Possession of valid Vocational/Technical preliminary or professional license.
• Current authorization to work in the United States-candidates must have such authorization by their first day of employment.
Qualifications - Preferred Show more details...
via Top School Jobs
schedule_type: Full-time
Boston Public Schools seeks an exceptional Physical Education 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
Boston Public Schools seeks an exceptional Physical Education 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: Physical Education
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 Physical Education at the appropriate level.
• 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.
Qualifications - Preferred
• Experience teaching in urban schools.
• 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...
Reports to: Principal/Head of School
Responsibilities
Teach: Physical Education
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 Physical Education at the appropriate level.
• 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.
Qualifications - Preferred
• Experience teaching in urban schools.
• 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 Salary.com
posted_at: 13 days agoschedule_type: Full-time
In 2014, the Boston Public Schools and the Boston Teachers Union established a Peer Assistance and Review (PAR) program. The mission of PAR is to strengthen student learning and teacher performance across the district with coaching and evaluation that feels fair, transparent, and humane to all stakeholders. PAR is a voluntary program that supports, develops, and is responsible for the evaluation... of teachers who are not currently rated as Proficient
In 2014, the Boston Public Schools and the Boston Teachers Union established a Peer Assistance and Review (PAR) program. The mission of PAR is to strengthen student learning and teacher performance across the district with coaching and evaluation that feels fair, transparent, and humane to all stakeholders. PAR is a voluntary program that supports, develops, and is responsible for the evaluation... of teachers who are not currently rated as Proficient on the DESE rubric. Consulting teachers (CTs) are veteran BTU teachers who each support a caseload of up to 12 teachers. A consulting teacher will work with each of their participating teachers to identify areas of improvement, develop specific performance goals, support and monitor the progress of their teachers, collect evidence, and make evaluative judgments. At the end of the evaluation cycle, the consulting teachers will make summative evaluation rating recommendations to the PAR Panel for each participating teacher.
Note : This role is intended to be an extended working sabbatical. According to the 2014 Memorandum of Agreement between BTU and BPS, CTs must be hired from the ranks of permanent teachers and may serve in the position for no more than 4 years. After that time, the CT will have a right to return to a position in their program area. Also, upon leaving a position as a CT, no BTU member may take a position as an administrator in the Boston Public Schools for one year.
Duties & Responsibilities:
• Serving as a coach/mentor for teachers on their caseload. This could include:
• Maintaining a trusting and professional relationship with teachers.
• Providing regular feedback on lessons.
• Co-teaching, modeling, co-planning.
• Reviewing IEPs, student work, and other data.
• Identifying peer models and facilitating opportunities for peer observation.
• Identifying professional development and other resources.
• Goal-setting, counseling, and other individualized supports as needed.
• Serving as the primary evaluator for teachers on their caseload. This includes:
• Observing teachers and posting observations on the district evaluation platform. In most cases, this should include at least 1 announced and at least 4 unannounced observations during an evaluation cycle.
• Completing a formative assessment for each teacher.
• Completing a summative evaluation recommendation for each teacher.
• Presenting evidence and rating recommendations to the PAR Panel, who will determine final evaluation ratings.
• Communicating regularly with administrator(s), the PAR Panel, and other stakeholders.
• Documenting collaborative work with the participating teacher.
• Maintaining confidentiality between participating teacher, the PAR Panel, and the administrator(s).
• Performing other duties as determined by the CT and the PAR Panel. In the past, these duties have included:
• Helping to administer the PAR Program and co-facilitating PAR Panel meetings.
• Administering the bostonpar.org website.
• Leading professional development sessions for teachers, administrators, and/or coaches.
• Offering coaching and feedback to BPS teachers who might not be eligible for PAR.
• Promoting the PAR Program through personal appearances, information sessions, and promotional writings (BTU newspaper and email bulletins).
• Serving on district-wide committees.
Qualifications - Required:
• Must be a current permanent teacher in Boston Public Schools with at least ten years of teaching experience (at least eight years in BPS)
• Experience working with children in Early Childhood and/or Elementary age groups
• Valid Massachusetts teachers license
• Masters Degree
• Demonstrated commitment to diversity, ensuring all students access to the highest quality instruction, and closing the achievement gap
• Mastery of pedagogical and subject matter skills
• Demonstrated expertise in implementing standards-based instruction
• Strong interpersonal and oral and written communication skills
• Knowledge and experience working effectively with adult learners
• Demonstrated commitment to professional growth, reflection, and continual learning
• Comfort working in an evolving program
• Ability to travel between multiple school sites
• Ability to attend monthly evening meetings of the PAR Panel
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
Qualifications - Preferred:
• Experience working as a coach/mentor for other teachers
• Outstanding presentation and facilitation skills with successful experience designing and delivering professional learning opportunities for adult learners
• Effective time management skills to plan and organize work to meet schedules and deadlines in more than one location
• Comfort interfacing with all levels of school, district, and union leadership
• Ability to create trusting relationships; strong reputation as a collaborator
• Ability to work independently and in a collaborative team environment
• Comfort with handling multiple projects simultaneously as well as working with rapidly shifting priorities and targets
• High attention to detail
• Demonstrated growth toward cultural proficiency
• Demonstrated knowledge and understanding of relationship of equity, access, and opportunity
This position reports to the PAR Panel. For questions relating to this position contact PAR Panel Co-Chairs Erik Berg (eberg@btu.org) or Jerome Doherty (jdoherty7@bostonpublicschools.org) or visit the Boston PAR website at bostonpar.org .
Screening Criteria: The PAR Panel will manage the central screening for this position.
Terms: Work year 183 work days 18 hours 2.5 additional hours/week during the school year.
Compensation: Base BTU salary plus 5% for 2.5 additional work hours per week. Compensation will be retirement worthy.
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, 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...
Note : This role is intended to be an extended working sabbatical. According to the 2014 Memorandum of Agreement between BTU and BPS, CTs must be hired from the ranks of permanent teachers and may serve in the position for no more than 4 years. After that time, the CT will have a right to return to a position in their program area. Also, upon leaving a position as a CT, no BTU member may take a position as an administrator in the Boston Public Schools for one year.
Duties & Responsibilities:
• Serving as a coach/mentor for teachers on their caseload. This could include:
• Maintaining a trusting and professional relationship with teachers.
• Providing regular feedback on lessons.
• Co-teaching, modeling, co-planning.
• Reviewing IEPs, student work, and other data.
• Identifying peer models and facilitating opportunities for peer observation.
• Identifying professional development and other resources.
• Goal-setting, counseling, and other individualized supports as needed.
• Serving as the primary evaluator for teachers on their caseload. This includes:
• Observing teachers and posting observations on the district evaluation platform. In most cases, this should include at least 1 announced and at least 4 unannounced observations during an evaluation cycle.
• Completing a formative assessment for each teacher.
• Completing a summative evaluation recommendation for each teacher.
• Presenting evidence and rating recommendations to the PAR Panel, who will determine final evaluation ratings.
• Communicating regularly with administrator(s), the PAR Panel, and other stakeholders.
• Documenting collaborative work with the participating teacher.
• Maintaining confidentiality between participating teacher, the PAR Panel, and the administrator(s).
• Performing other duties as determined by the CT and the PAR Panel. In the past, these duties have included:
• Helping to administer the PAR Program and co-facilitating PAR Panel meetings.
• Administering the bostonpar.org website.
• Leading professional development sessions for teachers, administrators, and/or coaches.
• Offering coaching and feedback to BPS teachers who might not be eligible for PAR.
• Promoting the PAR Program through personal appearances, information sessions, and promotional writings (BTU newspaper and email bulletins).
• Serving on district-wide committees.
Qualifications - Required:
• Must be a current permanent teacher in Boston Public Schools with at least ten years of teaching experience (at least eight years in BPS)
• Experience working with children in Early Childhood and/or Elementary age groups
• Valid Massachusetts teachers license
• Masters Degree
• Demonstrated commitment to diversity, ensuring all students access to the highest quality instruction, and closing the achievement gap
• Mastery of pedagogical and subject matter skills
• Demonstrated expertise in implementing standards-based instruction
• Strong interpersonal and oral and written communication skills
• Knowledge and experience working effectively with adult learners
• Demonstrated commitment to professional growth, reflection, and continual learning
• Comfort working in an evolving program
• Ability to travel between multiple school sites
• Ability to attend monthly evening meetings of the PAR Panel
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
Qualifications - Preferred:
• Experience working as a coach/mentor for other teachers
• Outstanding presentation and facilitation skills with successful experience designing and delivering professional learning opportunities for adult learners
• Effective time management skills to plan and organize work to meet schedules and deadlines in more than one location
• Comfort interfacing with all levels of school, district, and union leadership
• Ability to create trusting relationships; strong reputation as a collaborator
• Ability to work independently and in a collaborative team environment
• Comfort with handling multiple projects simultaneously as well as working with rapidly shifting priorities and targets
• High attention to detail
• Demonstrated growth toward cultural proficiency
• Demonstrated knowledge and understanding of relationship of equity, access, and opportunity
This position reports to the PAR Panel. For questions relating to this position contact PAR Panel Co-Chairs Erik Berg (eberg@btu.org) or Jerome Doherty (jdoherty7@bostonpublicschools.org) or visit the Boston PAR website at bostonpar.org .
Screening Criteria: The PAR Panel will manage the central screening for this position.
Terms: Work year 183 work days 18 hours 2.5 additional hours/week during the school year.
Compensation: Base BTU salary plus 5% for 2.5 additional work hours per week. Compensation will be retirement worthy.
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, 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 Top School Jobs
schedule_type: Part-time
This vacancy is the result of a one-year long-term leave of absence, and the educator on leave retains attachment rights to this position while on leave. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only.
Boston Public Schools seeks an exceptional 0.5FTE PART-TIME Social Studies Teacher with... an SEI Endorsement who is highly qualified and knowledgeable
This vacancy is the result of a one-year long-term leave of absence, and the educator on leave retains attachment rights to this position while on leave. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only.
Boston Public Schools seeks an exceptional 0.5FTE PART-TIME Social Studies Teacher with... an SEI Endorsement 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: Social Studies in an SEI setting.
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 valid Massachusetts Teaching License for the content and grade level in Social Studies
• Hold either SEI Endorsement OR dual certification in ESL.
• Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified."
• Ability to meet the "Dimensions 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.
Qualifications - Preferred:
• Experience teaching in urban schools.
• 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)).
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 0.5FTE PART-TIME Social Studies Teacher with... an SEI Endorsement 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: Social Studies in an SEI setting.
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 valid Massachusetts Teaching License for the content and grade level in Social Studies
• Hold either SEI Endorsement OR dual certification in ESL.
• Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified."
• Ability to meet the "Dimensions 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.
Qualifications - Preferred:
• Experience teaching in urban schools.
• 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)).
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...
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