History Teachers SY18-19
- Job Type
Dearborn STEM Academy is a Boston Public School and BPE Teaching Academy serving grades 6-12. We are committed to preparing students to successfully enter the 21st century global workforce. The school bridges rigorous academics with career readiness, and leverages Boston’s unique position in higher education and industry to provide students with access to authentic real world experiences, while cultivating critical thinking and communications skills.
Dearborn is a part of a PreK-12 neighborhood school pathway that includes the Dudley Street Neighborhood Charter School (PreK-5). Our schools serve as training sites for aspiring teachers participating in the Boston Teacher Residency. All staff work collaboratively to enact ambitious teaching and learning in service of student achievement goals.
The Dearborn will be moving to its permanent location on Greenville Street in Dudley Square for Fall 2018. This new, $70 million Boston Public Schools facility was secured in 2013 by Roxbury community leaders, for the students, families and community of Dudley.
The school has been thoughtfully designed for 21st century student learning. It will feature flexible spaces for collaboration among students and adults and a high capacity for the use of technology. Highlights include open spaces designed for project-based learning, including a Fab Lab, makerspace and learning commons.
Learn more here: www.bpe.org/dearborn-stem-academy/about/new-stem-building/
The school is currently seeking exemplary History Teachers (Gr. 6-8 and Gr. 9). Ideal candidates possess deep academic content knowledge, hold high expectations for all students, create an inclusive learning environment, and have strong communications/interpersonal skills. As a Teaching Academy, all teachers will be expected to contribute to a vibrant professional learning community, to reflect on and improve their own practice and to mentor, train, and develop resident teachers.
Dearborn Principles of Instruction. Our core beliefs about good teaching are:
- The measure of good teaching is student learning.
- Good teaching requires knowledge of content, knowledge of how students typically learn and interact with particular content, and setting of clear instructional goals.
- Teachers must treat all students as sense-makers.
- Teachers must know all students as individuals and as learners.
- Teachers must design instruction for all students to do complex thinking and academic work.
- Teachers must enter into collaborative relationships with families and communities in service of student learning.
Professional Climate & Culture
- Promote a culture of excellence, characterized by high levels of transparency, shared responsibility for students, collaboration, organization, and efficiency.
- Demonstrate deep commitment to professional learning and actively participates in the design and implementation of PD that is focused on driving exceptional outcomes for students.
- Mentor Boston Teacher Residents in a yearlong apprenticeship.
Student Achievement & Character Development
- Set and hold students to extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
- Teach with the mindset of preparing students to attend and complete a four-year college degree, or rigorous post-secondary professional preparation.
- Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to work with staff to secure resources necessary to address these needs in collaboration with colleagues.
- Discuss, celebrate, and reinforce character as well as social-emotional skills.
Core Instructional Excellence
- Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
- Demonstrate and continue to develop strong content knowledge.
- Model responses and provide visual anchors; lead students through guided and independent practice.
- Meet needs of a range of students, providing extra support, enrichment, or variation of work.
- Weave language acquisition, reading, and writing throughout the content.
- Create a welcoming environment where every student matters and participates.
- Establish classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
- Design classroom space to reinforce school values and culture with obvious, posted examples of outstanding academics and character.
Planning and Data Analysis
- Work collaboratively in a team of teachers to develop and track specific and ambitious yet attainable goals for each student.
- Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
- Use data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional decisions.
Student, Family, and Community Relationships
- Communicate in a positive, engaging, and meaningful way with students, families, and colleagues.
- Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges.
- Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
- Generate novel ways to involve the community and families with the learning process so that rich learning environments and holistic services are provided for students.
- A valid Massachusetts certification in History grades 5-12; additional licensure in ESL and SPED strongly preferred.
- SEI endorsement required.
- Minimum of three years teaching in an urban public school with a record of high student achievement (preferred).
- Ability to teach a wide range of student skill, ability, and developmental levels in mixed-grade setting.
- Strong instructional and classroom management skills.
- Demonstrated mastery of and enthusiasm for subject matter.
- Unyielding commitment to continuous learning and development.
- Believer in growth mindset and enthusiastic to reflect and grow as a teacher via coaching and feedback.
- Maturity, humility, strong work ethic, sense of humor, and “can-do” attitude.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Compensation: Dearborn teachers are compensated in accordance with the terms of the BPS/BTU Salary Scale. Generous benefits package is detailed in the BPS/BTU Collective Bargaining Agreement.
The Dearborn STEM Academy, a BPS/BPE School, is an equal opportunity employer and is committed to fostering a diverse and inclusive workplace.