The Mattahunt School is Boston Public School's new early elementary school that opened July 1, 2017. The school will serve over 400 students in grades K0 through grade 2.

Mattahunt School values the following guiding principles:

• Energy
• Recognize our potential strengths
  We see the energy of our children and our community as an asset and we use it for the good of our school.
• Focused on our mission
  Each one of us is a rock in the storm. Our vision, mission and principles set high expectations that each of us understands and owns. As winds shift, we remain true to these.
• Engagement
• Shared responsibility
  We invest in building a shared understanding and support of our mission by all members of the school community. Because our mission relies on our school linking arms with the broader community, it is essential that we work towards a shared aspiration.
• Empathy
• Learning environment shared by all
  All members of community are learning and all learning is shared and celebrated. We are integrated with a supportive, diverse community and we reflect this with in-school activities and resources that are a positive reflection of these many cultures.
• Empowerment
• Child agency
  Children are the agents of change and drivers of their learning. Teachers support this with deep content knowledge. Our students have a love of and confidence in learning. This drives academic and social proficiency, with strong critical thinking and social/emotional skills.
• Essentials
• We provide our students and teachers with the resources needed to accomplish these goals. Teachers have the time and resources to create effective lessons, and work with evidence-based curricula. Necessary supports for high-need students are available. We foster an ongoing dialogue across the community to understand, assess and promote how children learn best.

We seek highly qualified educators who:

• Commit to ensuring academic success for all students
• Establish relationships with students and families based on trust and respect
• Have a track record of producing large, measurable gains in student achievement
• Establish and maintain high expectations for academic work and classroom behavior
• Possess excellent teamwork, communication and organization skills
• Communicate regularly with families about academic progress and behavior
• Commit to regular shared practice through peer observations, peer conferences and video taping

Boston Public Schools seeks an exceptional SPECIAL EDUCATION/SEVERE DISABILITIES [AUTISM] 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/Headmaster

Responsibilities:
Teach: Special Education Classroom
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. Hold a Massachusetts Teaching License in Severe Disabilities (All Levels).
2. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified".
3. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
4. Hold a Bachelors degree
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. 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.
3. 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.