***This school has been designated as a Level 5 School by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed.**

The Dever Elementary School is searching for a Elementary CLSP Specialist Teacher for the 18-19 school year to drive and support CLSP (culturally and linguistically sustainable practices) throughout the Dever community. This role will include time leading classroom lessons anchored in culture and integrating social and global awareness into student academics in addition to designing projects teachers can implement with support in their own curriculum. This will be a push in and pull out model (one position for early elementary - K-2 and another for upper elementary - grades 3-5). More specifically, the teacher will plan with grade level teams for integrated co-teaching lessons around the integration of CLSP into the literacy and social studies content. Additionally, the teacher will have the class in the speciality schedule each week to dive deeper around the theme and CLSP.

This person will use data (ASPEN, ANet, Illuminate, data warehouse, state data systems, and other data sources) to drive decision making to enhance the instructional program. This person should have a deep understanding of the use of technology to enhance instruction including GoogleClassroom, databases, documents, presentations and other technologies. Additionally, this person will lead school-wide efforts to create and promote culturally integrated events during and beyond the school day as well as collaborate with community stakeholders to promote inclusiveness.

This person should have expert knowledge of cultural and linguistic practices in instruction with working knowledge of the Hispanic Culture. The position also requires expertise in universal design for learning, personalized learning strategies and a solid understanding of backwards design. Additionally this person will be able to develop deep relationships with students, families and staff.

This person should be comfortable and have proven success in teaching children from historically marginalized communities, students with disabilities, and English Language Learners.

REPORTS TO: Principal

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 TERC Math Investigations Curriculum and Readers and Writers Workshop Model.
Create 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 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 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

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 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 Generalist and hold an SEI endorsement or a 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 Education
BPS values linguistic diversity and believe 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.

Next year, many BPS schools will have a longer school day through the "Schedule A" Extended 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: bostonpublicschools.org/elt

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.