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Grade 2 Teacher

Cambridge Public Schools
Cambridge, MA, US
Position: Grade 2 Teacher
Morse School

The Morse School Community:
The Morse School serves children and families from every Cambridge neighborhood and from over 40 different countries. At the Morse School, we nurture not only our children's curiosity and intellectual skills, but also their healthy social and emotional development. Morse School families, teachers and staff members work together to foster a sense of safety and belonging and to support students in developing a sense of civic responsibility and an appreciation for people with different origins, identities, beliefs and learning styles. We strive to promote a sense of community, where all adults and children feel respected and appreciated. The Morse School follows an inclusion model, with English learners and students with moderate disabilities learning alongside their general education peers with support from special educators, ESL teachers, related service providers, and interventionists.

We are actively working towards becoming an antiracist school, and are taking steps towards identifying and dismantling racist structures, hearing and elevating underrepresented voices, and striving to achieve an equitable and just educational experience for all students.

The Opportunity:
The Morse School is seeking an innovative and collaborative second grade teacher who comfortably fosters a safe and positive classroom environment with high student
engagement, ambitious goals, and joyful learning. This is an exciting opportunity for a teacher who has a strong conceptual understanding of literacy, mathematics, social studies, and science instruction at the elementary level, a commitment to social justice, and a passion for inspiring students through authentic hands-on learning. Beginning SY 24-25, we will be implementing CKLA Amplify for literacy instruction. We strive to ground our math pedagogy in an equity-driven, inquiry-based approach inspired, in part, by The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices (2013, Aguirre, Mayfield-Ingram, & Martin). We are currently using Illustrative Math to teach the MA State Math Standards.

The Morse School serves children and families from a diverse range of racial, cultural and linguistic backgrounds. We recognize that elementary-aged children benefit from seeing themselves reflected in the adults around them and we are eager to field applications from a range of candidates whose backgrounds mirror the diversity of the students we serve.

We are eager to identify an individual who collaborates effectively, possesses a growth mindset, and can balance both the responsibility and the joy of working in a PreK-5 school. The Morse School supports teachers' professional growth through an instructional coaching model. Our new 2nd grade teacher will work under the general supervision of the principal and assistant principal and will be evaluated following the professional standards articulated in the Massachusetts Teacher Rubric.

Your Skill Set:
As the incoming Grade 2 Teacher, you will possess many, though perhaps not all, of the following characteristics and qualifications:
  • Massachusetts teaching certification/licensure in Early Childhood Education (PreK-2) and/or Elementary Education (1-6) required.
  • Additional license/certification in Special Education (Moderate Disabilities) preferred.
  • Sheltered English Immersion (SEI) Endorsement required.
  • Ability to foster a welcoming, nurturing, and engaging classroom environment, and to promote positive academic growth through the planning and delivery of rigorous, joyful, and culturally-responsive instruction to students representing a diverse range of learning needs (including English learners and students with disabilities).
  • Previous and successful experience working in a diverse urban public elementary school setting and demonstrated implementation of equity-driven practices that acknowledge and support students from diverse ethnic, cultural, and socio-economic backgrounds.
  • Ability to manage a safe and effective classroom environment through positive routines and instructional practices that foster a sense of belonging, establish high expectations, promote collaboration, and encourage children to manage their own learning; Familiarity with the Responsive Classroom model preferred.
  • Ability to design, administer, and analyze a variety of informal and formal assessments to inform instructional next steps and create small groups for targeted instruction.
  • Ability to collaborate effectively with teaching colleagues, specialists, instructional coaches, administrators and parents.
  • A commitment to social justice and a willingness to collaborate with other members of the school community to understand and address the effects of implicit racial bias.
  • Demonstrated interest in actively pursuing ongoing professional development and learning opportunities to improve quality of practice and expertise.
  • Experience facilitating remote learning through the use of both synchronous and asynchronous online activities.
  • Ability to speak Amharic, Arabic, Bengali, Haitian Creole, or Spanish a plus.
  • Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice.
Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work. Written requests for either a religious exemption from this requirement based on sincerely held religious beliefs, or for a medical exemption based upon clear documentation from a medical provider should be submitted to the attention of the Chief Talent Officer.

How to Join Our Team:
Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.

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