Teacher - SLIFE Native Language Literacy [Spanish] (SY19-20)
Boston Public Schools
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The Lilla G. Frederick Pilot Middle School is a pilot school located in the historic and diverse Grove Hall community of Boston. The Frederick is a diverse school that serves the whole child - mind, body and spirit in an inspiring and community-centered learning environment. Our Students with Limited or Interrupted Formal Education (SLIFE), Sheltered English Immersion (SEI), Inclusion, Specific Learning Disabilities, and General Education programs serve students in grades 6-8. Through Restorative Justice and Trauma Informed Practices we promote social-emotional wellness. We are looking for collaborative educators who embrace equity, high expectations and teacher leadership through our core values of personal responsibility, respect, integrity, determination and empathy.
Boston Public Schools seeks an exceptional ELEMENTARY and ESL 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.
This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is a Native Literacy teaching position meaning candidates must have ESL licensure OR be bilingual and biliterate in Spanish and hold licensure in the appropriate content area. In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students will receive instruction in the student's native language while students in SLIFE Multilingual program are from various linguistic backgrounds. Students receive intensive literacy instruction in the native language, and age-appropriate core content instruction in the native language.
REPORTS TO: Principal
RESPONSIBILITIES: Elementary Teacher with ESL instruction
* Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas. * Implement district learning goals and objectives using district core content and ESL curricula * Create developmentally appropriate, child centered environment that establishes positive student behavioral expectations conducive to all learners needs through structured routines, and positive behavioral interventions. * Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum * 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:
* 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 * Communicating Content Knowledge
* 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 * Equitable & Effective Instruction
* 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 * Cultural Proficiency
* Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected * Parent/Family Engagement
(III-A-1. Parent/Family Engagement)
* Engages with families and builds collaborative, respectful relationships with them in service of student learning * 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.
* Education: Hold a Bachelors degree. * Hold Massachusetts Teaching License in Elementary 1-6 with dual certification in ESL. * Meet all state and federal guidelines in order to be fully licensed and Highly Qualified. * Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. * Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
* Experience teaching in urban schools. * Degree in Education * BPS values linguistic diversity and believe 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. * 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.
* The salary listed in the header is an estimate based on salary data for similar jobs in the same area. Salary or compensation data found in the job description is accurate.