Office of English Learners
Position: SLIFE Program and Resource Specialist
Reports to: Assistant Superintendent for Office of English Learners
Location: Bolling Building Central Office

Institutional Background:
The Office of English Learners (OEL) is committed to ensure our students will acquire 21st century bi-literacy skills and cross-disciplinary knowledge required to succeed in college and/or careers. OEL also monitors and provides guidance and support to schools and central administration to ensure that legal compliance is in place to ensure equitable access to services and programming pertaining to English learners (ELs) congruent with current research and the BPS vision, mission, and goals. Our instructional team vision is to ensure each and every student is able to attain academic success via BPS Essentials for Instructional Equity following the 3Cs & I guidelines in conjunction with the WIDA Framework and aligned to grade level content standards.

Position overview:
This position will support the work of the Office of English Learners in expanding the capacity of our current supports to SLIFE (Students with Limited or Interrupted Formal Education) programs and English Learner curriculum and instructional supports. The goal is to support the social-emotional component as well as targeting strategies for SLIFE and other high risk or vulnerable EL students who have experienced traumatic events in their life. The SLIFE program goals are to increase the English proficiency and academic achievement of ELs through native language instruction along with socio-emotional, vocational, mentoring and other supports. The individual in this role will be expected to provide one-on-one consultation and school-based professional development in the areas of second language acquisition, literacy, and adaptation of instructional materials to our SLIFE staff and students. The specialists will work collaboratively with various stakeholders, including school and district staff, community partners, parents and youth to support the planning, development, and implementation of trauma, healing and resiliency focused school social work services that support students in achieving their full potential - academically, socially and emotionally. This also consists of generating and implementing other programs to support SLIFE pertaining to counseling, mentoring, career/vocational, connections to GED and other supports.

Responsibilities:

Professional Development
Work with teachers in programs for English learner staff in creating adult learning opportunities, which will include:

• Addressing barriers that interfere with students' academic, social and emotional development especially for SLIFE students who have experienced a traumatic experience.
• Literacy development in native language, literacy development in second language, instructional strategies for ELs, use of data to plan effective instruction, and other topics based on staff needs for support.
• Utilizing Massachusetts frameworks, ESL curriculum and WIDA standards, in planning and delivering services related to ELs in SLIFE classrooms as well as former SLIFE students.
• Leading professional development for teachers of SLIFE students and SEI teachers who serve former SLIFE teachers to develop lesson plans that incorporate cultural proficiency, using effective and culturally relevant instructional practices.

Program implementation

• Collaborate in the implementation and development of alternative programs seeking completion of literacy and content area classes for students 18+ year old Including vocational pathways to obtain an alternative high school diploma, career awareness, vocational and school-to-work components targeting job readiness skills as well as promoting linguistic and cognitive growth.

Data Analysis and Progress Monitoring

• Integrate various data sets of student performance measures for language and content to produce meaningful supports and interventions for schools that are serving ELs.
• Use a variety of assessment tools and strategies to gather data to monitor progress of students who are enrolled on SLIFE programs to ensure mastery of ESL and instructional content, and to assess the comparative performance of subgroups within the classroom across district's programs.
• Partner with OELL PD Coordinator to maintain accurate records of all professional development activities.
• Research and support schools in identifying quality resources that can be shared.

Equity and High Expectations

• Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building on the strengths that students bring to the teaching/learning process and closing the achievement gap between subgroups within the school.

Professionalism

• Model professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multi-lingual, multi-cultural, and economically diverse community.
• Maintain safe, respectful, and culturally sensitive and responsive learning communities; build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.
• Reflect on practice in collaboration with colleagues, monitor personal and professional growth, and pursue professional development in needed areas.
• Perform other tasks as requested by the Assistant Superintendent for English Language Learners

Qualifications - Required:

• Hold a Massachusetts Teaching License in ESL/ELL field
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified
• Ability to meet the Dimensions of Effective Teaching established by the Boston Public Schools
• Knowledge of content and literacy development
• Minimum 2-3 years teaching experience
• Ability to work independently and in team teaching situations
• Experience developing and delivering professional development
• Excellent organizational and writing skills, and ability to work with data platforms and analyze data
• Second Language Proficiency in Spanish, Haitian Kreyol, Chinese (Mandarin or Cantonese), Vietnamese, Cape Verdean Creole, Portuguese or Somali
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
  

Qualifications - Preferred:

• Masters Degree in ESL, Applied Linguistics or related field
• Qualified ACCESS administrator status
• Experience as Coach, Lead Teacher or Mentor
• Endorsement in Transitional Bilingual Education or certification in Transitional bilingual education preferred
• Experience in urban school setting
• Experience teaching ESL or in a SEI/SLIFE classroom
• Excellent knowledge of child development and latest education theories and practices

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.

TERMS: Managerial C. This position is subject to the City of Boston residency requirement.

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.