This position is paired between the following departments: [Office of English Language Learners 0.5 FTE / Office of Special Education Support Services 0.5 FTE]. The position is posted online at both departments. You need to apply to only one position to be considered but may apply to both. If you are selected for the job, you will be hired for both positions.
The Offices of English Language Learners (OEL) and Special Education Support Services (OSESS) are committed to ensuring our students have equitable access to engage in innovative, high quality instruction in the least restrictive environment in order to acquire 21st century skills. In addition, we support our students in acquiring language while preserving and promoting bilingualism and bi-literacy skills to succeed in college and/or careers. Both offices monitor and provide guidance and support to schools and central administration to ensure that compliance is in place to ensure equitable access to services and programming for students who are English Language Learners and found eligible for an individualized education plan.
General Description & Goals:
This crux of this position centers around the intersection of EL and Special Education. The role of the ELSWD Instructional and Support Specialist is comprised of different components in providing quality education to students who are both English Language Learners and found eligible for an individualized education plan. This position will also assist in expanding the capacity of both offices to better train administrators and teachers to meet the needs of ELSWD. The goal is to increase the English proficiency and academic achievement of ELSWD by providing high-quality, innovative, and scientifically-based professional development to classroom teachers, principals, Coordinators of Special Education Support Services (COSESS), Language Acquisition Team Facilitators (LAT-F's) and other school or community-based organization personnel, that are designed to enhance the ability of such staff members to support in expanding and/or enhancing existing language and content instruction to better service our ELSWD. 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 to support the academic achievement of ELSWD.
Needs Assessment: Conduct quarterly review of instructional program needs in the EL with Special Needs programs in collaboration with relevant BPS departments.
Professional Development: Work with teachers and administrators that service ELSWD by creating adult learning opportunities, which will include but not limited to: content knowledge and resources about the best strategies for supporting the instruction of English Language Learner Students with Disabilities (ELSWD), Massachusetts Frameworks and WIDA EL standards. Assist in the development, delivery, and evaluation of an effective, district-wide, and school-based professional development program for staff connected to instruction/evaluation of ELSWD
Instructional Planning and Implementation: As a function of the role, the individual will need to be able to utilize Massachusetts frameworks, Common Core State Standards, ESL curriculum, WIDA standards, and other evidence-based instructional strategies in planning and delivering support for ELSWD. Instructional planning and implementation must 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 ELSWD that are serving ELs. Use a variety of assessment tools and strategies to gather data to monitor student mastery of ESL and instructional content, IEP goals and objectives, and to assess the performance of subgroups within the EL programs such as Dual Language, SLIFE, and SEI.
Partner with OEL and OSESS PD Coordinator to maintain accurate records of all professional development activities.
Act as a liaison between the Special Education department and OEL.
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.
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.
Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with colleagues, monitor personal and professional growth, and pursue professional development in needed areas.
Perform other tasks as requested by the Assistant Superintendent for English Language Learners
Hold a Massachusetts Administrator license as Director/Supervisor (SPED or ESL) or SPED Administrator
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified
Ability to meet the Dimensions of Effective Teaching established by the Boston Public Schools
Experience as an ESL and Special Education educator/provider
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
Masters Degree in ESL, Applied Linguistics or related field
Qualified ACCESS administrator status
Knowledge of content and literacy development in Dual Language and SLIFE programs
Endorsement in Transitional Bilingual Education or certification in Transitional bilingual education
Experience as Coach, Lead Teacher or Mentor
Experience in urban school setting
TERMS: BASAS 10B. 208 days plus two discretionary days for a total of 210 days.
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.
Boston Public Schools