Teacher - Elementary Instructional Coach [.5 FTE PART-TIME]

THIS IS A LONG TERM SUB POSITION that is expected to start on 2/25/19 and end on 5/17/19.
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 ).

The Winship Elementary School is seeking an Instructional Coach to support data inquiry, intervention, extension and strong instructional approaches.

At the Winship Elementary School, the teachers and leaders are committed to high achievement for all students, equal access to rigorous instruction, the achievement of academic proficiency for all students and the closing of the achievement gap among subgroups within the schools.

The primary role of this coach will be to support teachers with analyzing and appropriately responding to data, implementation of intervention and extension activities based on data, supporting implementation of the intervention/extension block and supporting teachers in providing rigorous literacy and mathematical instruction. The candidate may also have identified teaching responsibilities. The candidate for this position will need to use BPS data systems (Aspen, Illuminate, data warehouse, leading and lagging indicators), state data systems (Edwin Analytics, DESE profiles), and Google apps (docs, sheets or Excel, slides, and
classroom) to analyze and prepare school wide, grade level, and classroom level data. The coach will be expected to support data cycles using both summative and formative assessments including but not limited to MCAS, MCAS-ALT, BPS interims, F&P Benchmarks, Expeditionary Learning assessments, and end of unit Investigations and Connected Math Program assessments. In addition, the coach will support teachers with strong instruction aligned to the instructional focus of
the school and district. The coach will support common planning times, serve on the ILT, as well as assist in providing school wide professional development. The coach will work closely with the principal to support observation and feedback for
teachers.

A stipend of $1250.00 is associated with this position with the expectation that the coach will complete the online observation and feedback course, as well as attend professional development with principal approval that will support strong
instructional coaching and other duties as determined by the principal. In addition to elementary certification, ESL and special education certification is preferred.

Boston Public Schools seeks an exceptional ELEMENTARY and SEI-Endorsed Teacher who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

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:

  1. 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

  1. 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

  1. 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

  1. 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

  1. Parent/Family Engagement
(III-A-1. Parent/Family Engagement)
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning

  1. 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:
  1. Education: Hold a Bachelor's degree.
  2. Hold a Massachusetts Teaching License in Elementary Generalist and hold an SEI endorsement or a dual certification in ESL.
  3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
  4. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
  5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

QUALIFICATIONS--PREFERRED:
  1. Experience teaching in urban schools.
  2. Degree in Education.
  3. BPS values linguistic diversity and believes 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.
  4. 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.

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