***This is an anticipated vacancy for two available positions. They are expected to be vacant by 7/1/2019 and 9/1/2019. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.***

INSTITUTIONAL BACKGROUND:
The Office of English Language Learners (OELL) 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. OELL 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 ELLs congruent with current research and the BPS vision, mission, and goals.

POSITION OVERVIEW:
This position will support the work of the Office of English Language Learners in expanding the capacity of the district's SLIFE (Students with Limited or Interrupted Formal Education) programs to better serve the EL student population. The goal is to Increase the English proficiency and academic achievement of EL students by providing high-quality, innovative, and scientifically-based professional development to classroom teachers, principals, administrators, and other school or community-based organization personnel ,that is designed to enhance the ability of such staff members to support in expanding and/or enhancing existing language and content instruction to better service the targeted student population. 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.

RESPONSIBILITIES:

• Needs Assessment: Conduct quarterly review of instructional program needs in the BPS Dual Language and SLIFE programs in collaboration with District program leaders.
• Professional Development: Work with teachers in programs for Dual Language and SLIFE staff in creating adult learning opportunities, which will include: 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.
• Instructional Planning and Implementation: As a function of the role, the individual will need to be able to utilize Massachusetts frameworks, ESL curriculum and WIDA standards (both for English and Spanish), in planning and delivering supplementary for ELs in SLIFE and Dual Language programs and to demonstrate cultural proficiency and use effective and culturally relevant instructional practices.
• Data Analysis and Progress Monitoring: Integrate various data sets of student performance measures for language and content to produce meaningful supports and interventions for identified schools with SLIFE and Dual Language programs that are serving ELs. Use a variety of assessment tools and strategies to gather data to monitor student mastery of ESL and instructional content, and to assess the comparative performance of subgroups within the classroom across district Dual Language and SLIFE programs.
• 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.
• Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with colleagues, monitor personal and professional growth, and pursue professional development in needed are.
• 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.
• 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 (Spanish assessments and literacy materials that are Common Core aligned and can be implemented district wide. Academic native language materials that will support in High Intensity Literacy Training for SLIFE classes.)
• Perform other tasks as requested by the Assistant Superintendent for English Language Learners.

QUALIFICATIONS-REQUIRED:

• Ability to meet the Dimensions of Effective Teaching established by the Boston Public Schools
• Endorsement in Transition Bilingual Education or certification in Transitional bilingual education
• Knowledge of content and literacy development in Dual Language and SLIFE programs
• Minimum 2-3 years teaching experience or 2-3 years as a Dual Language teacher
• Ability to work independently and in team teaching situations
• Experience developing and delivering professional development
• Excellent organizational and writing skills
• Experience interpreting data to plan instruction
• 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:

• Hold a Massachusetts Teaching License in ESL/ELL field at the appropriate grade level
• Masters Degree in ESL, Applied Linguistics or related field
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified
• Qualified ACCESS administrator status
• Experience as Coach, Lead Teacher or Mentor
• Endorsement in Transitional Bilingual Education or certification in Transitional bi-lingual education preferred
• Experience in urban school setting

TERMS: Managerial. Tier C. This position 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.