Teacher-Slife Native Language Literacy/English As A Second Language(Sy20-21)

Boston Public Schools Boston , MA 02298

Posted 3 weeks ago

Boston Public Schools seeks an exceptional SLIFE ENGLISH AS A SECOND LANGUAGE (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.

REPORTS TO: Principal


Teach: High Intensity Language Training (HILT) English as a Second Language in an elementary school setting to Students with Interrupted Foreign Education (SIFE)

  • Provide individualized and small group Elementary English as a Second Language (ESL) instruction to English Language Learners.

  • Collaborate and communicate with the ELL student's content teacher(s) to align instruction and support to both the ELL student's English language development and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).

  • Collaborate and communicate with the school's instructional leadership team, instructional coaches and administration to ensure ELL students receive language support and other forms of academic assistance.

  • Deliver push-in/pull-out ESL lessons to students with varying levels of English proficiency.

  • Assist with the oversight and delivery of MEPA and MELA-O administration.

  • Prepare for and assist with organization of ELL student's transition meetings for those ready to transition out of ELL services.

  • Plan and deliver lessons utilizing the Massachusetts English Language Proficiency Benchmarks and Outcomes, and Boston Public School English Language Plan, and deliver appropriate lessons for varying levels of English proficiency.Demonstrate cultural proficiency and use effective and culturally relevant instructional practices.Integrate technology into the classroom as an instructional tool and for personal productivity.

  • Demonstrate an understanding and fluency with the BPS ESL Curriculum and the Massachusetts DOE English Language Proficiency Benchmarks and Outcomes (ELPBO).

  • Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.

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

2.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

3.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

4.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

5.Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning

6.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 a valid Massachusetts Teaching License in ESL at the appropriate grade level

  • Teach literacy and numeracy in students' native language

  • Complete state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB.

  • 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.

  • Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.

  • Able to model excellent spoken and written English for students learning English in school.


  • Experience teaching in an urban setting.

Terms: BTU, Group I

Please refer to www.bostonpublicschools.org/ohc (Licensed Staff >> Employee Benefits and Policies) for more information on 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.

icon no score

See how you match
to the job

Find your dream job anywhere
with the LiveCareer app.
Mobile App Icon
Download the
LiveCareer app and find
your dream job anywhere
App Store Icon Google Play Icon

Boost your job search productivity with our
free Chrome Extension!

lc_apply_tool GET EXTENSION

Similar Jobs

Want to see jobs matched to your resume? Upload One Now! Remove
Exam School Initiative Mathematics Or Language Arts Teacher (Summer 2020)

Boston Public Schools

Posted 3 weeks ago

VIEW JOBS 5/6/2020 12:00:00 AM 2020-08-04T00:00 Note: Given Boston Public Schools' current closure due to COVID-19 we will hold virtual interviews. Working the summer is optional and a contingent offer. Employment for the summer is seasonal/temporary. Please also note, due to closures related to Covid-19, programming and instruction will happen virtually. It is essential that hires have access to technology and reliable internet. Managerial employees are ineligible to work summer positions. Exam School Initiative - Mathematics or Language Arts Teacher (Summer 2020) THIS IS A SUMMER SCHOOL POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY PROGRAM DESCRIPTION: The Exam School Initiative (ESI) is a racial equity initiative that intends on expanding access to Black and Latinx students who have been historically underrepresented in the district's exam schools: Boston Latin Academy (BLA), the John D. O'Bryant School of Mathematics and Science (O'Bryant) and especially at Boston Latin School (BLS). The Office of Opportunity Gaps took over the direction of the program in 2016 and made important changes to the program to best serve the students who have been historically underrepresented in the exam schools. Implementing targeted strategies, along with increasing program capacity in partnership with the BLS Association and the Martin J. Walsh Foundation has resulted in quadrupling the number of Black and Latinx students served from 1999 to 2019 and a 10% increase in admitted Black and Latinx students. The Office of Opportunity Gaps seeks culturally responsive instructors who believe in the talent and potential of ESI students and will advance the racial equity mission of the program. ESI teachers will provide rigorous instruction during the two-week program, while cultivating positive relationships with students and families. Teachers will work with a program team that will include administrators and high school teaching assistants, most of whom will be current exam school students representative of the cultures and backgrounds of ESI students. The 2020 program will provide two complimentary experiences to students. The first phase of the program is a A 5-week virtual extension that accelerates students mastery of standards through CLSP embedded MA standard aligned ELA & Math content. This leads into the second phase of the program, the 2-week summer institute that will focus on test-taking strategies and test content. Both phases of the program are being currently planned as virtual experiences, and may shift come August. REPORTS TO: Exam School Initiative (ESI) Program Director, who works in close collaboration with the Office of Opportunity Gaps. PROGRAM SCHEDULE: Five-week Virtual Extension Dates & Hours: July 6 - August 7, 2020 Staff Weekly Schedule: 5 hrs/week * Two (2) hours of synchronous instructional time with students each week through the ESI virtual platform. Classes of 25 students will take Math and ELA classes in these groups over the virtual extension and in the summer institute. * Two (2) hours will be for planning using the curricular materials provided * One (1) hour will be for communicating with families about their child's engagement * Additional hours likely for training/orientation and staff meetings Summer Institute Dates & Hours: August 10 - 21, 2020, 8:00 AM - 1:00 PM. Staff Daily Schedule: 5.5 hrs/day * 7:30 - 7:50 AM Team Huddle * 7:50 - 8:30 AM Student Breakfast or Planning/Family Engagement Time * 8:30 - 8:35 AM Transition * 8:35 - 10:15 AM Class 1 * 10:15 - 10:20 AM Transition * 10:20 - 12:00 PM Class 2 * 12:00 - 12:05 PM Transition * 12:05 - 12:45 PM Student Lunch or Planning/Family Engagement Time * 12:45 - 1:00 PM Dismissal Additional Anticipated Staff Hours (Subject to change) * Wed, Aug 5, 2020 All Staff Meeting 4:00- 6:00 PM * Mon, Aug 10, 2020 7:00 AM arrival for first day * Fri, Aug 21, 2020 All Staff Meeting 2:00- 4:00 PM RESPONSIBILITIES: * Provide effective, culturally responsive instruction to advance students' in the mastery of Math/ELA standards that will be necessary for performing well on the admission exam and progressing into the following school year * Use and enhance ESI curriculum materials to provide engaging lessons that incorporate critical best practices for standards-aligned instruction in ELA and Math; collaborate with colleagues to share best practices and strategies * Administer pre and post tests and utilize the data to drive instruction * Connect with the families of your first period students at the start of the first week to welcome families and learn about student, and at the close of the last week to provide family feedback on performance and recommendation for test readiness * Supervise and engage with students during transitions and mealtimes to develop a positive and affirming program culture * Engage youth Teaching Assistants in supporting instruction and working with students to inspire them to become future BPS educators and build on their teaching and leadership skills * Record accurate daily attendance and perform other tasks as requested CORE COMPETENCIES: Using the Culturally Responsive Instructional Observation Protocol (CRIOP), the identified priority skills and abilities that all BPS teachers should possess include: * Classroom Relationships * The teacher demonstrates an ethic of care (e.g., equitable relationships, bonding) * The teacher communicates high expectations for all students * The teacher creates a learning atmosphere that engenders respect for one another and toward diverse populations * Family Collaboration * The teacher reaches out to meet parents in positive, non-traditional ways * The teacher intentionally learns about families' linguistic/cultural knowledge and expertise to support student learning * The teacher encourages parent/family involvement * Assessment Practices * Use a variety of formal and informal assessments to measure student learning, growth, and progress toward achieving ELA and Math standards * Students have opportunities for self-assessment * Instructional Practices * Instruction is contextualized in students' lives, experiences, and individual abilities * Students engage in active, hands-on, meaningful learning tasks, including inquiry-based learning * The teacher uses instructional techniques that scaffold student learning * Discourse * The teacher promotes active student engagement through discourse practices * The teacher promotes equitable and culturally sustaining discourse practices * The teacher provides structures that promote academic conversation * Critical Consciousness * The curriculum and planned learning experiences provide opportunities for the inclusion of issues important to the classroom, school, and community * The curriculum and planned learning experiences incorporate opportunities to confront negative stereotypes and biases * The curriculum and planned learning experiences integrate and provide opportunities for the expression of diverse perspectives QUALIFICATIONS - REQUIRED: * Asset-based perspective of Black, Latinx, Indigenous, English Learners and other historically marginalized students and families * Familiarity with rigorous, culturally responsive teaching * Bachelor's degree * Content expertise in ELA and/or Math * Current authorization to work in the United States. Candidates must have such authorization by their first day of employment QUALIFICATIONS - PREFERRED: * Current teacher in the Boston Public Schools * Teachers of grades 5, 6, 7 or 8 * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. Candidates who are fluent in Spanish, Cape Verdean Creole, Haitian Creole, Vietnamese, Somali, or Portuguese are strongly preferred. * ESL Licensed and/or SEI endorsed. TERMS: Stipend position. Hourly rate of $40/hr. Anticipated total of 25 hours for the Virtual Extension with a possible 5 additional hours for staff meetings and training, for a possible total of 30 hours, $1,200. Anticipated total 55 hours for Summer Institute programming, with an anticipated additional 5 hours for staff meeting/PD time, for an estimated total amount of up to $2,400. Payroll will be processed as a stipend at the end of the program. 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. NOTE: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223 day work-year will include the 180 days in which school is in session, and the additional days will be determined by the employee and the principal or headmaster of the school. This position is subject to the City of Boston residency requirement. School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work. 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 Boston MA

Teacher-Slife Native Language Literacy/English As A Second Language(Sy20-21)

Boston Public Schools