THIS IS A LONG TERM SUB POSITION that is expected to start on 2/1/2018 and end on 5/1/2018.
Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website ( http://bostonpublicschools.org/Page/1095 ).

***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.

SCHOOL YEAR: 2018-19

POSITION TITLE: Turnaround: Literacy Coach (SEI Endorsement Required)

REPORTS TO: Principal

The Dever Elementary School is seeking educator leaders who are energized to guide students in building the knowledge, skills, and talents they will need to engage with and transform their world. Learning at the Dever will be grounded in the deep knowledge and experiences that each child brings through his/her own identity to the classroom and enriched by arts integration throughout the curriculum. Through thoughtfully planned units of study, students will broaden their understanding of the world around them and develop the skills required to effectively ask and answer their own questions and to think critically and creatively about what they are learning and experiencing. We aspire for all Dever students to be independent learners who will be prepared to pursue their interests and passions and to be effective agents of change for themselves, their families, their communities, and the nation.

The Literacy Coach will provide professional support and technical assistance to teachers and monitor and ensure the full implementation of the school's literacy plan. We seek educators with a growth mindset, a deep belief in equity, and an openness to learning and growing with like-minded colleagues to reach the Dever's ambitious goals. While the Dever School is under state receivership, the Superintendent has been appointed by the Commissioner to lead the school. We plan to utilize the experiences and supports that the District offer to dramatically improve outcomes for students in a safe and welcoming school environment.

In addition to the primary responsibilities of coaching and curriculum planning for literacy instruction at the Dever, the Literacy Coach is accountable for upholding the literacy goals of the school's turnaround plan and represents those goals on the school's Instructional Leadership Team (ILT) and plans and supports the facilitation of Common Planning Time (CPT) meetings focused on literacy instruction, data analysis and professional development. The Literacy Coach is an experienced educator who has demonstrated capacity in producing dramatic and sustained improvements for students in a safe and welcoming environment. The Literacy Coach has the capacity to inspire others toward similar, ambitious results and the leadership skill to deliberately and thoughtfully drive the work of a team of his or her peers through cycles of inquiry and reflection that lead to improved instructional practice across the grade level team and ultimately to higher learning outcomes for all students.

TERMS:

• The Literacy Coach at Dever Elementary School is a member of the Boston Teachers Union (BTU).
• The Dever Elementary School's pay schedule differs from the BPS model by offering career ladder consisting of five tiers-Novice, Developing, Career, Advanced, and Master-that will compensate teachers commensurate with their experience, development and impact on students.
• As a Level 5 School, the standard workday for teachers at the Dever Elementary School will be nine hours (7:15am to 4:15pm) and the school year consists of 186 days.
• Teachers will receive 20 days of high-quality professional learning and collaborative planning time in the summer.
• All candidates will be provided with a copy of the Professional Compensation System and Level 5 Turnaround Plan at the time of their interview.

RESPONSIBILITIES:

Leadership
All Teacher Leaders and Coaches...

• Support the facilitation of weekly common planning time (CPT) meetings to intentionally observe, analyze, refine, and improve teaching and learning, and the advancement of equity for all students.
• Consistently champion and model practices that are culturally and linguistically affirming for peer teachers and students.
• Actively participate in and support the work of the Instructional Leadership Team (ILT) to continually develop and implement the instructional vision, measure progress toward school goals, as well as develop and deploy school-wide systems and structures to support student learning.
• Create a culture of collaboration and mutual support among peer teachers on the grade level team.
• Inspire school-wide and local support for the Dever through his or her own enthusiasm.
• Possess a deep knowledge of the instructional vision for the Dever, rigorous grade-level standards, and adult learning.
• Model and reinforce the consistent implementation of the instructional vision through best practices, including co-teaching, peer observation, task analysis, and co-facilitation of professional learning.
• Analyze and incorporate the use of data into the daily life of the grade level team, consistently tracking and analyzing a variety of metrics against goals to continually improve teaching and learning.
• Successfully balance the roles of peer-colleague and team leader and effectively navigate difficult conversations around improvement, bias, and other topics as they surface.
• Have a strong track record of success in urban education.

Curriculum and Instruction
All Educators...

• Are culturally and linguistically affirming. They know their own biases, can develop strong relationships with students, and can effectively utilize the cultural and linguistic knowledge of students, families, and the school community to adapt practices, materials and environments to engage, motivate, and facilitate deep learning.
• Design lessons and units using Universal Design for Learning (UDL) and Understanding by Design (UbD).
• Effectively analyze data to drive decision making.
• Effectively facilitate student-centered learning experiences.
• Have a thorough understanding content/academic area
• Have a deep knowledge of teaching methodologies/pedagogy
• Have an ongoing understanding of and ability to integrate current and emerging technology into their teaching.
• Understand students as learners, including diverse characteristics, abilities, and learning styles.
• Help students understand the ways in which the arts make meaning, connect with the entire curriculum, and prepare students for success in school, work, and life.

Interpersonal Relationships and Communication
All Educators..

• Build authentic relationships with students, families, communities, and other staff members to create a learning partnership.
• Communicate effectively and proactively with students, families, and the school community both orally and in writing.
• Collaborate effectively with other staff members to provide integrated supports for students.

Professional Learning and Growth
All Educators...

• Collaborate with colleagues and school leaders to continually reflect on their practice and evidence of student learning in order to grow as a professional and as a school.
• Understand other adults as learners, including diverse characteristics, abilities, and learning styles.
• Implement school learning goals and objectives using school curriculum, in alignment with state frameworks;
• Pursue ongoing professional development to support their continuous improvement in both teaching and the arts
• Continually reflect and seek feedback to improve their practice

QUALIFICATIONS - REQUIRED:

1. Experience and demonstrated expertise as a teacher of Literacy (particularly balanced literacy and Expeditionary Learning) in elementary school or middle school setting
2. Demonstrated success working with teachers and administrators as a professional development provider, team leader, and/or facilitator
3. Strong organizational skills
4. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

QUALIFICATIONS - PREFERRED:

1. Experience working in an urban setting
2. Competence in more than one language (Spanish preferred)
3. Special education license, experience and/or expertise
4. 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.
5. 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)).

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.