THIS IS A LONG TERM SUB POSITION that is expected to start on 01/22/2022 and end on 06/30/2023.
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 ).

Reports to: Re-Engagement Center Director

The mission of the Boston Re-Engagement Center is to welcome and engage dropout, disconnected and off-track youth and families by facilitating the transition back to school.

As the only Boston Public Schools program that specifically targets dropouts, the Re-Engagement Center (REC) provides one central location in a caring environment for students to access the resources and counseling that they need to re-enroll in school and get back on track to graduation. One of the first programs of its kind nationwide, the REC has found that dropouts want to come back to school and can succeed when they're given the right support. It is a partnership between the Boston Public Schools and the Private Industry Council.
As part of an initiative to offer academic programming at the Re-Engagement Center, we seek a dynamic and dedicated teacher to provide learning opportunities to students in a blended format. This teacher will oversee several math and/or science courses in a Learning Management System (training on system to be provided) to students at the REC who are awaiting placement. This teacher will curate content in the LMS, analyze student data, and provide timely interventions to students working in-person and remote. This individual should be tech-savvy, have a deep understanding of the challenges faced by BPS' opportunity youth, and have strong relationship-building skills.

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:

1.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 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

2.Communicating Content Knowledge
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
• Demonstrates understanding for 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

3.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

4.Cultural Proficiency
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected

5.Parent/Family Engagement
(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

6.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.
• 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
• SEI endorsement
• 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.
• Hold a valid Massachusetts Teaching License in the appropriate subject and level. All substitute teachers who hold an active, Massachusetts teaching license shall receive a differential equal to three percent (3%) of the per diem rate.
• Valid MA teaching license in 9-12 Math or Science
• Second Language Proficiency in (Spanish, Arabic, Haitian Kreyol, Chinese (Mandarin), Vietnamese, Cape Verdean Creole, Portuguese or Somali)
• Degree in Education.

Terms: BTU, Group I