THIS IS A LONG-TERM SUB POSITION that is expected to be vacanct from the start of the school year until December 2019.
Boston Public Schools seeks an exceptional Long-Term Substitute TEACHER (Humanities, 9-12th Grades) who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. A "Long Term Substitute" is assigned to fill the position of a teacher which is temporarily vacant and serves continuously in the same assignment in the same school. 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.
To be hired as a long-term substitute in Boston Public Schools, candidates must create an account via TalentEd, here. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website here.
Boston Day and Evening Academy (BDEA) is seeking an extraordinary Humanities Teacher to work in our school. Since 1995, BDEA has re-engaged off-track students in their education preparing them for high school graduation, post-secondary success and meaningful participation in their community. We are a student-centered, competency-based high school, using neither Carnegie Units nor traditional grade levels to measure progress. Our 405 students, none of whom have experienced prior academic success, are welcomed into an environment that blends strong academics with social and emotional supports, to inspire critical and creative thinking, independent learning, and active citizenship.
A Horace Mann public charter school, BDEA serves any Boston Public School student who is overage for high school, has had trouble with attendance issues, has been held back in 8th grade, who feels they are not getting the attention in class that they need to succeed, or who has dropped out but is eager to come back to school to earn their diploma.
The school employs 50 full and part-time staff to work with 405 students and is governed by an active Board of Trustees.
We are looking for a teacher who is committed to working with our students, who understands the lives of urban youth and who has a track record of working successfully with students who face academic and personal challenges. BDEA teachers are expected to support students both academically and personally through academic classes, enrichment activities, and a daily advisory. Teachers work collaboratively to develop and teach a competency-based curriculum where students exhibit proficiency in multiple ways including through projects, exhibitions and other alternative means of assessment.
REPORTS TO: Principal/Headmaster
Teach a full course load of three five academic classes.
Serve as an advisor and advocate for 17 students. The role of advisor requires preparing and leading an advisory group each day, facilitating communication between the student, his or her family, other teachers, and the student support team, as well as monitoring student attendance, academic progress and overall student wellness.
Create and maintain accurate record keeping of student academic progress and attendance on all data systems, e.g., PowerSchool and BDEA CONNECTS.
Collaborate with other teaching staff to develop interdisciplinary and project-based curricula and alternative assessments such as portfolios and exhibitions.
Assist with the development and implementation of individual student learning plans including special education plans (IEPs and 504s).
Participate in the development and success of Assessment days, Symposium, Portfolio Reviews, Garden Day and other community and all-school events.
Participate in weekly program-specific and all-school meetings.
Participate in all professional development and curriculum planning activities.
Support and coach students to obtain passing or better score on the MCAS and other required assessments.
Assist in developing independent projects for students in the blended and learning lab program.
Perform other related duties to assure smooth school functioning.
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:
(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
(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
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
(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
(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.
QUALIFICATIONS - REQUIRED:
Hold a secondary content area certification in the State of Massachusetts (see doe.mass.edu for requirements) for either ELA or History/Social Studies
Hold an SEI endorsement
Hold dual certification in Special Education and/or ESL
Possess the core competencies of excellent teaching including charisma, compassion and intellectual curiosity
Be able to interact with young people in a respectful and caring manner
Be student/learning-centered and committed to coaching students towards success, devoting additional time to students if necessary
Commitment to designing and implementing a competency based curriculum
Be able to assess student competency in multiple ways
Create a learning environment where the teacher is coach and student is worker
Have the ability to teach to multiple learning styles using a variety of methods
Have a commitment to working with the families of our students and with parenting students
Adhere to BDEA's Non-Discrimination Policy (see below)
Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB.
Ability to meet the "Dimensions of Effective Teaching" established by the Boston Public Schools as outlined above.
Education: Hold a Bachelor's degree.
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
QUALIFICATIONS - PREFERRED:
Masters Degree a strong plus
Prior work or volunteer experience with non-traditional students in an alternative setting
Comfortable with a workshop and/or coaching approach to instruction
Experience with any of the following: project-based learning, portfolio assessment, competency-based education, cooperative group work, integration of technology and cross disciplinary learning, expeditionary learning, alternative assessments and integrating school to career experiences into the curriculum
A strong commitment to supporting reading, writing and problem solving across the curriculum
A sense of humor
TERMS: BTU, Group I
As a Horace Mann Charter School, teachers and staff are paid a competitive salary in accordance with the Boston Public Schools. As a condition for employment, BDEA staff are required to sign an Election To Work Agreement (ETWA) annually, which details the terms and conditions for the work year at the school. While the school generally follows the BPS calendar, it requires additional planning time before, after or during the year, as agreed upon in the ETWA. The staff are divided into two shifts, the first shift's staff hours are from 8:20-3:15 pm, Monday, Tuesday and Thursday and the second shift's staff hours are from 8:55-4:15 pm, Monday, Tuesday and Thursday. Wednesday and Fridays first shift will work from 8:20 am 3:30pm and second shift will work 9am to 3:30pm.. However, hours may vary according to student needs. Common planning time, program, department and committee meetings, and professional development take place on Wednesdays and Fridays, generally between 1:30-3:30pm. This position is for the second shift (M, T, TH- 8:55-4:15pm and W, F- 9-3:30pm).
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.
Boston Day and Evening Academy, in accordance with its non-discrimination and zero tolerance policy, does not discriminate in its programs, activities, facilities, employment and educational opportunities on the basis of race, color, age, disability, sex/gender, gender identity or expression, religious beliefs, national origin, ancestry, retaliation, sexual orientation, genetics or military status and does not tolerate any form of intimidation, threat, coercion and/or harassment that insults the dignity of others and interferes with their freedom to learn or work.
Boston Public Schools