***This school has been designated as a Level 4 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.

Dearborn STEM Academy
Open Positions: Teachers of High School Humanities, Gr. 9-12 (SY18-19)

Organizational Overview
BPE's mission is to drive exceptional outcomes for all students by developing great teachers and great schools. For three decades, BPE (formerly the Boston Plan for Excellence) has devised solutions to the toughest challenges faced by Boston's students and teachers by weaving together expertise in teacher development and school improvement. We have prepared over 600 teachers for Boston's public schools through the nationally recognized and replicated Boston Teacher Residency program. In 2012, we opened our first Teaching Academy school, the Dudley Street Neighborhood Charter School, to serve students in grades PreK-5.

The Dearborn STEM Academy, which will serve grades 6-12 in SY16-17, is committed to supporting and preparing students to be contributing members of their communities and to enter successfully the global workforce of the 21 st century. 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 key critical thinking and communications skills.

Position Description
The Dearborn STEM Academy is currently seeking exemplary teachers in secondary humanities (9-12) . 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 school, all teachers will be expected to contribute to a vibrant adult learning community, to work on and improve their own practice, and to contribute to mentoring novice teachers.

About the Humanities at DSA:
At the DSA, we know that the Humanities speak to each other in the world and believe that they should therefore be taught and experienced together in our students' learning experiences. We believe that an individual learns about historical perspective more when she can study multiple perspectives and forms of expression from an historical time period. We believe that when learners are provided the opportunity to explore a theme connected to humanity through reading, writing and talking about these themes creatively and analytically, then those learners will gain a deeper understanding of how those themes emerge across time and space and therefore be better positioned to civically engage with their world.

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.

Position Responsibilities

• 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

• Classroom Culture

• 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

Qualifications:

• A valid Massachusetts certification in the appropriate content area and grade by the first day of school: Humanities (9-12).
• ESL certification preferred; SEI endorsement required.
• Special Education certification strongly preferred.
• Minimum of three years teaching in an urban public school with a record of high student achievement.
• 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 mind-set 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.

Working Conditions
DSA is a Level 4 "Turnaround School." BPE serves as the receiver and operator of the school, with terms defined by its Memorandum of Agreement with the Boston Public Schools. BPE and the school staff are accountable for meeting Measurable Annual Growth targets set by the Massachusetts Department of Elementary and Secondary Education. Teachers selected to work at DSA are members of the Boston Teachers Union (BTU), but agree to work under the terms of a site-based agreement, rather than the BPS/BTU Collective Bargaining Agreement (CBA).

Compensation:
DSA teachers are compensated in accordance with the terms of the BPS/BTU Salary Scale. As members of a turnaround school, DSA teachers work a 7.5 hour contractual day and participate in 15 additional days of professional development; the compensation for this additional time is $7,700. Generous benefits package is detailed in the BPS/BTU Collective Bargaining Agreement.

To Apply:
Please visit http://bpe.atsondemand.com/ to submit an application for consideration.

The Dearborn STEM Academy, a BPS/BPE School, is an equal opportunity employer and is committed to fostering a diverse and inclusive workplace.

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.

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.