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Teacher-Peer Assistant

Employer
Boston Public Schools
Location
Boston, MA, US
Salary
Competitive

Job Details

In 2007 The Boston Public Schools created a system of support and development to enhance the teaching performance of permanent teachers. The objective of the Peer Assistance program is to improve teaching in the Boston Public Schools and to provide support for permanent teachers who are experiencing difficulties in the classroom. In cooperation with the building principal or headmaster, a Peer Assistant will work with the participating teacher to identify areas of improvement, develop specific performance goals, offer support and monitor the progress of the teacher.

Individually crafted performance and teaching goals for the participating teacher will be aligned with the current teacher performance evaluation tool.
Peer Assistants are skilled, experienced teachers who work intensively with permanent teachers to improve curricular planning, classroom management, and instructional strategies. They confer, model, co-teach, observe, and provide support in the areas identified as needing improvement. Peer Assistant will be provided with professional development and ongoing opportunities to network with other Peer Assistants.

The goal of the Peer Assistant Program is to improve the teaching performance of permanent teachers who have been placed on a Directed Growth Plan or Improvement Plan as a result of an overall performance evaluation rating of Needs Improvement or Unsatisfactory.

REPORTS TO: Peer Assistance Committee (Assigned under the Office of Human Capital)

RESPONSIBILITIES:
  • Work with 12 permanent teachers from various schools sites
  • Establish and maintain a trusting, confidential, non-evaluative, and professional relationship with participating teachers
  • Co-develop a plan to define performance and teaching goals
  • Provide regular, on-site support using a variety of strategies that address the identified performance and teaching goals. Such support and strategies include, but are not limited to:
    • Co-develop a plan that incorporates reflection and analysis of their instructional practices
    • Assist teachers to implement the plan
    • Regularly confer, observe and model best practices
    • Facilitate observation opportunities of best practices
    • Assist teachers to identify instructional resources and appropriate professional development
    • Guide teachers to reflect on professional teaching goals identified in their co-developed plan
    • Maintain and submit documentation of work with teachers.
    • Share documentation of completed work with the principal/headmaster and Peer Assistance Committee (PAC)
    • Communicate regularly with principals/headmasters
    • Participate in professional development provided by the district

CORE COMPETENCIES: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

  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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
  1. Communicating Professional Knowledge
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)
  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
  1. Equitable & Effective Instruction
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.
  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, III-B-2. Collaboration)
  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
  1. Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)
  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
  • Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
  • Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

QUALIFICATIONS - REQUIRED:
  1. Active and valid MA DESE teacher license
  2. Master's Degree
  3. Minimum ten years teaching experience with three to five years in an urban setting
  4. Ability to meet and model the BPS Standards of Effective Practice for SISP and Teacher
  5. Demonstrated commitment to diversity, ensuring all students access to the highest quality instruction, and closing the achievement gap
  6. Mastery of pedagogical and subject matter skills
  7. Demonstrated expertise in workshop pedagogy and implementing standards-based instruction
  8. Strong interpersonal and communication skills
  9. Knowledge and experience working effectively with adult learners
  10. Demonstrated commitment to professional growth, reflection and learning
  11. Ability to meet and model the BPS Standards of Effective Practice for SISP and Teacher
  12. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

QUALIFICATIONS - PREFERRED:
  1. Experience and expertise in facilitating adult learning and providing professional development

Terms: BTU, Group I

  • Work year 183 work days + 18 hours + 2.5 additional hours/week during the school year.
  • Compensation: base BTU salary plus 5% for additional work hours. Compensation will be retirement worthy.
  • As an affirmative action/equal opportunity employer we actively seek applications from candidates of color, women, and candidates committed to our focus on children.
  • Screening Criteria: A joint BTU/BPS screening team will manage the central screening for the four city-wide Peer Assistant positions.

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.

For questions relating to this position contact Michael McLaughlin, BTU Elementary Field Representative at 617-288-2000 or Jerome Doherty, Office of Human Capital, at 617-635-9627.

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.

Company

As the birthplace of public education in this nation, the Boston Public Schools is committed to transforming the lives of all children through exemplary teaching in a world-class system of innovative, welcoming schools. We partner with the community, families, and students to develop in every learner the knowledge, skill, and character to excel in college, career, and life.

Company info
Telephone
(617) 635-1550
Location
2300 Washington Street
Roxbury
MA
02119
United States

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