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ORGANIZATION
Boston Public Schools (BPS) has a long, rich tradition and commitment to education as the birthplace of America's public education system. BPS is a leader in urban education. Nationally recognized programs and initiatives such as universal preschool, early childhood education, an equitable school-based funding formula, and policies speci?cally focused on creating greater racial equity are but a few of BPS' signature accomplishments. Every day we are striving to be a nation-leading, student-centered public school district providing an equitable and excellent, well-rounded education that prepares every student for success in college, career, and life.

BPS believes we must provide all students with opportunities to learn and develop their full potential. We must guarantee that our students learning English as a second language, including those with learning differences, successfully engage in rigorous learning with appropriate differentiated instructional strategies and the explicit teaching of English language acquisition. BPS also profoundly values our students' cultural and linguistic assets and believes that our school communities must be safe and welcoming learning environments for our diverse students, families, and staff. The outcome for our over 17,000 Multilingual Learners, which includes over 3,600 Multilingual Learners with Disabilities, is for them to graduate from BPS with the academic and social-emotional skills necessary to be college, career, and life ready in the 21st century.

To learn more about Boston Public Schools, please visit https://www.bostonpublicschools.org/

OPPORTUNITY
BPS is seeking a Chief of Multilingual and Multicultural Education. The Boston Public Schools Office of Multilingual and Multicultural Education (OMME), formerly the Office of English Learners (OEL), has shifted the office's primary focus from compliance to one that also focuses on quality teaching and learning with increased bilingual program offerings to students and families. The leader must have an unrelenting belief in the power of public education that will guide the office's strategic work. The Office of Multilingual and Multicultural Education is a critical instructional office that reports to the Senior Deputy Superintendent of Academics. The Chief of Multilingual and Multicultural Education is charged with executing the multi-year strategic plan for the Office of Multilingual and Multicultural Education (OMME) that focuses on expanding bilingual education across the district. The work on the multi-year strategic plan will include ?nalizing the implementation, creating stakeholder support, and executing. The goal is to build on the progress made in the past few years in service delivery and compliance while also growing the curation and development of instructional resources and a menu of supports to schools and stakeholders. This position must collaborate closely with the Office of Teaching and Learning and the Office of Special Education to best support teaching and learning in all our classrooms. The Chief of Multilingual and Multicultural Education is a key leader responsible for building capacity in culturally and linguistically sustaining practices that foster positive student identity and community within BPS and with partners. This position is part of the Superintendent's Executive Team.

RESPONSIBILITIES
The Chief of Multilingual and Multicultural Education is responsible for supervising the following teams: English Language Instruction; Newcomers Assessment and Counseling Center; English Language Parent Team; English Language Equity and Accountability; Budget and Grants.
In addition to the execution of the OMME strategic plan, the Chief will be responsible for the following:

• Workin collaboratively with departments across the district to develop, implement, and evaluate district-wide English language development program model(s), services, curricula development and guidance, professional learning, and other resources and supports that re?ect culturally and linguistically sustaining practices for ELs and ELs with disabilities;
• Co-design and lead the implementation of district-wide strategies that leverage the LOOK Act and will improve the academic and social emotional achievement of all ELs and eliminate opportunity and achievement gaps for ELs;
• Effectively lead and manage OMME team members that are inspired by the district's vision by ensuring that they can demonstrate leadership skills when collaborating with school-site personnel and can grow deep and extensive ties to the community, including the preparation of the annual EL program plans and budget that are aligned to BPS priorities for ELs;
• Utilize innovation and leverage teacher leadership and instructional leadership teams to transform teaching and learning for ELs, including designing professional learning built on adult agency and rigor and enrichment resource options for ELs that fosters student agency;
• Work with central offices and school teams to develop and implement multi-tiered systems of supports with a focus on data-information systems that monitor the progress of ELs and ELs with disabilities to accelerate the academic and language development of ELs and lead efforts to continually improve EL program model(s), curricula, interventions, and assessments;
• Lead the effort in evaluating the impact of district-wide programs and supports based on ?ndings from formal and informal program evaluations. Facilitate the creation and dissemination of ?ndings and actions in a meaningful manner based on the target audience, as necessary, to demonstrate EL progress toward attaining rigorous learning outcomes and compliance with governmental regulations, court orders, and legal documents that pertain to ELs;
• Partner with community-based organizations, professional organizations, internal monitoring bodies (such as the EL Task Force), and other external agencies to develop and implement multicultural and bilingual programs and other initiatives that are highly responsive to the needs of ELs and to recently immigrated student populations;
• Effectively communicate in a manner that positively represents the Boston Public Schools on local, state and national media requests, professional associations, committees, and panels;
• Develop, implement ,and monitor processes for compliance, quality and ?scal accountability to ensure the ?nancial stability of the District;
• Visit schools and engage in courageous yet respectful consultancies and supportive conversations on effective English Learner program implementation, identify focus/challenge areas and best practices, and ensure appropriate resources and accommodations are being met to support academic instruction to meet the needs of all EL students, families and staff;
• Ensure that BPS can welcome and provide all incoming students that may need EL services with a valid language assessment that complies with local, state and federal regulations and decrees;
• Ensure that families have access to their student's education by providing meaningful EL parent engagement opportunities, including expanding the District English Learner Advisory Council, utilization of the EL Parent Team, and ensuring essential District and school information is made available in a culturally and linguistically responsive manner and via services provided by the Translations and Interpretations Unit;
• Perform all other duties as assigned by the Senior Deputy Superintendent for Academics.

Requirements QUALIFICATIONS
In order to fulfill these responsibilities, the ideal Chief of Multilingual and Multicultural Education candidate will be/will have:

• Master's Degree in the ?eld of EL Education or Linguistics or a Master's Degree in a related ?eld;
• Hold or be eligible to obtain a valid Massachusetts Assistant Superintendent license;
• A minimum of three years experience in a senior-level leadership position in an urban school district, school, or organization with expertise in establishing systems in schools and management experience in education strategy development, implementation, and systems-level thinking;
• Experience designing and implementing effective EL instructional programs, including dual language programs, Sheltered English Immersion programs, programs for Students with Limited or Interrupted Formal Education, etc;
• Experience with English learners with disabilities and the intersection of language and learning differences;
• Working knowledge of various state and federal rules and regulations that pertain to services for ELs;
• Capability to work collaboratively with a variety of stakeholders, such as school and district staff, families, youth, community-based organizations and members, external legal monitoring and other essential partners such as Task Forces to achieve critical objectives and milestones promptly;
• Experience effectively delivering professional development opportunities that utilize teacher leadership and a strong understanding of the Common Core and World-Class Instructional Design and Assessment;
• In-depth knowledge of closing the achievement gap for ELs and EL instructional strategies, evaluation, and theories;
• The ability to establish annual program goals and benchmarks for English Learner programs and services and to support needs for ELs in the context of broader District goals, policies, and strategies (such as the Strategic Implementation Plan and the Opportunity and Achievement Gap Policy) to meet goals successfully;
• Excellent oral, written communication, and presentation skills;
• Experience working with diverse student populations, including teaching EL students for a minimum of 3 years;
• Extremely organized, with outstanding attention to detail;
• Able to work independently and in a collaborative team environment;
• Strong interpersonal skills and knowledge to create trusting relationships, including fostering relationships with external partners and community members;
• Authorization to work in the United States - Candidates must have such authorization by their ?rst day of employment;
• Experience managing a budget and making sound ?scal decisions;
• Successful experience with fostering leadership and positive culture within a team, and leading a team to achieve results;
• Commitment to self-re?ection and ongoing learning;
• Successful experience with turnaround management and accelerating EL student growth Experience developing monitoring systems for quality improvement;
• 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 the following languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, Arabic & Somali.

Benefits COMPENSATION AND BENEFITS
This position offers a salary of $187,537.00 and robust benefits. For additional questions about this position or to speak with someone about your interest, please contact Dyan Sellers at dsellers@edgilityconsulting.com.

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.