This position is paired between the following departments: [OMME 0.5 FTE/ OSE 0.5 FTE]. The position is posted online at both departments. You need to apply to only one position to be considered but may apply to both. If you are selected for the job, you will be hired for both positions.

Reports to: OMME Director of Special Populations/Executive Director of Special Education
Location: Office of Multilingual and Multicultural Education/Office of Special
Education
Status: 0.5 FTE (OMME PC# 00056910)
0.5 FTE (OSE PC#00056908)

Institutional Background:

The Office of Multilingual and Multicultural Education (OMME) and Office of Special Education (OSE) are committed to ensuring our students have equitable access to engage in innovative, high-quality instruction in the least restrictive environment in order to acquire 21 st century skills. In addition, we support our students in acquiring language while preserving and promoting bilingualism and bi-literacy skills to succeed in college and/or careers. Both offices monitor and provide guidance and support to schools and central administration to ensure that compliance is in place to ensure equitable access to services and programming for students who are English Learners and found eligible for an Individualized Education Program (IEP), referred to in Boston Public Schools as Multilingual Learner Students with Disabilities (MLSWD). We are excited to re-vision the work of the OMME office inclusive of our priorities in serving our leaders and teachers with direct support at schools. Shifting our primary focus from compliance to one that also focuses on quality teaching and learning will have a direct benefit and impact on our students' growth, schooling experience, and future outcomes. We envision that all multilingual learners feel a sense of belonging, joy for learning in a healing-centered learning environment so that they have the opportunity to be academically proficient in their home language and English and to graduate with the Seal of Biliteracy. In order to shift our work toward this vision, the office will center a multicultural framework with a social justice lens to address systemic racism and systems of power in all forms that perpetuate inequities for multilingual learners, their families and communities from anti-blackness, colorism, xenophobia, linguicism/glottophobia, islamophobia, implicit and explicit bias, bigotry of low-expectations, nativist microaggressions, colonizer language dominance, indigenous and spoken vs. written language access, language loss, refugee status, and linguistic imperialism.

General Description & Goals:

The crux of this position centers around the intersection of language acquisition and Special Education. The role of the Supervisor of MLSWD is comprised of different components in providing quality education to students who are both English Language Learners and who are found eligible for an individualized education plan. This position will also assist in expanding the capacity of both offices to better train administrators, Coordinators of Special Education (COSE), and teachers to meet the needs of MLSWD. The goal is to increase the English proficiency and academic achievement of MLSWD by providing high-quality, innovative, and scientifically-based professional development to classroom teachers, principals, COSE, Language Acquisition Team Facilitators (LAT-Fs), and other school or community-based organization personnel, that are designed to enhance the ability of such staff members to support in expanding and/or enhancing existing language and content instruction to better service our MLSWD.

The individual in this role will be expected to provide one-on-one consultation and school-based professional development in the areas of second language acquisition, literacy, and adaptation of instructional materials to support the academic achievement of MLSWD. The individual will be are knowledgeable about multilingual learner needs and services and relevant considerations related to students' language and cultural
background.

Responsibilities:

• Needs Assessment: Conduct regular review of instructional program needs for dually identified students in collaboration with relevant BPS departments that will support access to equitable (bi)literacy across multiple programs/classroom settings and monitor implementation of current and new instructional programs. Research, review, and report on best practices to drive systems change for bilingual special education and other forms of native language instruction and support.

• Ensure policies and procedures are enacted across central offices and schools that specifically support Multilingual Learner students with disabilities by convening multiple internal stakeholders and external/partners vendors to update guidance and other systems of support.

• Professional Development: Oversee the development of school-level joint planning resources and facilitate district-wide PD on relevant topics, including Tier 1; referral to special education within an MTSS framework; evaluation and screening methods; multilingual learner programs and services, including instructional models; documentation requirements; and interpretation and translation requirements and resources. Work with teachers and administrators that service MLSWD by creating adult learning opportunities, which will include but not limited to: content knowledge and resources about the best strategies for supporting the instruction of MLSWD, Massachusetts Frameworks and WIDA ELD standards. Assist in the development, delivery, and evaluation of an effective, district-wide, and school-based professional development program for staff connected to instruction/evaluation of MLSWD.

• Instructional Planning and Implementation: As a function of the role, the individual will need to be able to utilize Massachusetts frameworks, Common Core State Standards, ESL curriculum, WIDA standards, and other evidence-based instructional strategies in planning and delivering support for MLSWD. Instructional planning and implementation must demonstrate cultural proficiency and use effective and culturally relevant instructional practices. The individual will collaborate across departments on instructional observations and pedagogical practices to ensure access and opportunity to rigor and grade-level standards.

• Data Analysis and Progress Monitoring: Integrate various data sets of student performance measures for language and content to produce meaningful supports and interventions for identified schools with MLSWD that are serving ELs. Use a variety of assessment tools and strategies to gather data to monitor student mastery of ESL and instructional content, IEP goals and objectives, accommodations and modifications, and to assess the performance of subgroups within various programs such as Dual Language, SLIFE, SEI, TBE, General Ed, etc.

• Student Support Guidance: The individual may be invited to attend SST and IEP meetings in support of MTSS framework alignment at schools in supporting all learners across the tiered system and coach/provide guidance to school teams on establishing IEP goals, accommodations, assessments, and appropriate modifications to ESL service delivery if applicable.

• Staff Management: Manage and/or MLSWD staff as needed.

• Act as a liaison between the Special Education department and OMME and foster interdepartmental coordination efforts.

• 8 Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building on the strengths that students bring to the teaching/learning process and closing the achievement gap between subgroups within the school.

• Professionalism: Model professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multi-lingual, multi-cultural, and economically diverse community.

• Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.

• Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with colleagues, monitor personal and professional growth, and pursue professional development in needed areas.

• Perform other tasks as requested by the supervisor or Assistant Superintendents for OMME and Special Education

Qualifications - Required:

• Hold a Massachusetts Administrator license as Director/Supervisor (SPED or ESL) or SPED Administrator
• 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
• Experience as an ESL and Special Education educator/provider
• Ability to work independently and in team teaching situations
• Experience developing and delivering professional development to adult learners
• Excellent organizational and writing skills
• Experience interpreting data to plan instruction and service schedules and assess student progress toward meeting goals

Qualifications - Preferred:

• Masters Degree in ESL, Applied Linguistics or related field
• Qualified ACCESS administrator status
• Knowledge of content and literacy development in Dual Language and SLIFE programs
• Bilingual Education Endorsement and/or Second Language Proficiency in Spanish, Haitian Kreyol, Chinese (Mandarin or Cantonese), Vietnamese, Cabo Verdean Creole, Portuguese or Somali
• Experience as Coach, Lead Teacher or Mentor
• Experience in urban school setting

TERMS: BASAS 10B. 211 days.

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 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.