Teacher - STEM Specialist[Excellence for All] [0.5 FTE]

Boston, MA, US
Jul 01, 2019
Job Type
Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 57,000 students from over 114 different countries, nearly 9,000 employees (including 4,800 teachers) and an annual budget of $832 million, BPS is the largest school district in Massachusetts and one of the most diverse as well. Recognizing that the elimination of opportunity and achievement gaps is critical to the success of all students, the Office of Opportunity Gaps and Excellence for All works to remove barriers and to promote culturally and linguistically sustaining practices.

Excellence for All (EFA) seeks a highly qualified STEM Specialist to implement the EFA STEM curriculum in a number of elementary, K-8, and middle schools. Under the direction of EFA's Program Manager, the STEM Specialist will teach the EFA STEM curriculum to students in grades 3-6. The STEM Specialist is also responsible for collaborating with the Program Manager and other specialists to make necessary revisions to the curriculum. 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: Director, Excellence for All, Opportunity Gaps

  • Teach EFA's STEM curriculum (grades 3-6): the curriculum incorporates state computer science, science and math standards.
  • Support EFA curriculum design: Collaborate with Program Manager and other specialists to make necessary revisions to the curriculum.
  • Coding (grades 3-4): develop grades 3 and 4 students' ability to design animations and games using Code.org and Scratch, respectively.
  • Robotics (grade 5): develop students' mastery of robotics principles to program and design structurally sound robots using Lego Mindstorms EV3.
  • 3D Design (grade 6): develop students mastery of 3D modeling, computer-aided design, and 3D printing to create products using Tinkercad.
  • Develop students' ability to design final products that demonstrate a sound understanding of scientific and mathematical concepts.
  • Develop students ability to make connections between scientific phenomena and emergin technology.
  • Maintain rapport with school personnel.
  • Attend ongoing professional development, training, workshops, and more.
  • Administer mid-year and end-of-year assessments.
  • Creatively provide an interdisciplinary course of study that incorporates state curricular frameworks that demonstrates an understanding of the nature of science and how to develop this understanding in all students.
  • Implement district learning goals and objectives using appropriate curriculum as identified by district Science Department.
  • Implement research-based district curriculum that challenges students to use scientific inquiry in their learning of science concepts.
  • Develop students' capacity to see science as a way of thinking and investigating.
  • 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.
  1. Bachelors in Mathematics and/or Science and/or STEM preferred or related field
  2. Hold a Massachusetts Teaching License in General Science at the appropriate grade level AND either SEI Endorsement OR 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. Evidence of at least three (3) years of exemplary classroom teaching experience.
  6. A proven ability to apply science and/or math content knowledge in the classroom at a high level.
  7. Possess a wide range of effective classroom management approaches and methods.
  8. Evidence of professionalism, teamwork, planning, organization, and time management skills that are necessary for success in the classroom.
  9. A commitment to Equity
  10. An unmovable conviction that our most marginalized students in Boston Public Schools can and will achieve
  11. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
  1. Experience teaching in urban schools.
  2. Degree in relevant science field and/or 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.

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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