ESY - Teacher Summer 2025
ESY - Teacher Summer 2025
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Job Description
ESY Teacher (Summer 2025
**THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**
Important Notice: Mandatory Safety Care Certification for ESY Employment:
To be eligible to work Extended School Year (ESY) a Safety Care Certification is required. You must present a valid certificate at your interview or provide proof of enrollment in a Safety Care training no later than June 1 2025. Failure to meet this requirement will result in the rescinding of your job offer. Please note that Safety Care Certification is a mandatory prerequisite for this position and we do not offer compensation for fulfilling this requirement.
PROGRAM DESCRIPTION: Extended School Year (ESY) provides specialized services to students with disabilities. The IEP Team determines the need for ESY to prevent significant regression and help students regain skills ensuring continued progress. Based on each students needs the IEP Team recommends specific services for ESY focusing on the students individual requirements and aligning with targeted ESY goals and objectives.
REPORTS TO: Position reports to the Site Coordinator and the Director of Extended School Year and Expanded Learning in the Office of Specialized Services. For questions about this position please email .
When you are hired to work the Extended School Year (ESY) program you are committing to the entire duration of the program. This means that your assignment may involve working at different sites as staffing needs arise. Flexibility in location is an essential requirement of the position and by accepting this job offer you agree to be available for reassignment to various sites as needed throughout the program.
PROGRAM SCHEDULE:
The instructional hours for students are 5 hours per day 5 days per week for 5 weeks from July 7 to August 8 2025.
The Teacher is expected to:
- Work all 25 days of the program.
- Work a 6hour day 5 days per week for 5 weeks.
- Independently plan lessons to prepare for rigorous instruction.
- Set up a classroom
- Attend Mandatory Professional Development on June 25 and June 26 2025
- Complete Progress Reports compensated at the hourly rate up to 10 hours ESY 2025 Progress Report Payment Guidelines
RESPONSIBILITIES: Teachers in this program provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below. Due to the short duration of ESY and the critical need to boost student learning during this time it is particularly important that teachers in ESY:
- Provide direct individual small group and/or large group instruction to address students IEP goals/objectives. Instruction will focus on reading math and social skills.
- Prepare cognitively demanding lessons assignments and enrichment activities (requires some planning work outside of regular program hours).
- Differentiate instruction.
- Establish a productive learning environment and classroom culture in which all students are respected.
- Maintain timely student attendance and progress records.
- Consult with related service providers to address students needs.
- Provide students families site coordinators and program staff with relevant and timely data including monitoring and reporting students progress to prevent regression as outlined in the program.
- Participate in all scheduled professional development.
- Care for program materials and resources.
- Engage as a partner in planning and problemsolving.
- Assess students referred for summer IEP team meetings provide written assessment results and/or attend IEP team meetings if required.
- Provides support during arrival and dismissal as outlined by the site coordinator.
- Performs other related duties as requested by the Director of Operations & Service Implementation.
- Supports students during breakfast lunch and recess.
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
- Set ambitious learning goals for all students create cognitively demanding tasks and model the belief that all students can master challenging material through effective effort.
- Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks.
- Display passion and optimism about students content and the teaching profession.
- Communicating Content Knowledge
- Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires.
- Demonstrate understanding of how subject matter applies in realworld settings and connects to other content areas and relevant standards.
- Convey content in creative and engaging ways that align with standards.
- Equitable & Effective Instruction
- Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work.
- Use instructional practices that are likely to challenge motivate and engage all students and facilitate equitable active student participation.
- Build a productive learning environment where every student participates and is valued as part of the class community.
- Cultural Proficiency
- Actively create and maintain an environment in which students diverse backgrounds identities strengths and challenges are respected.
- Parent/Family Engagement
- Engage with families and build collaborative respectful relationships in service of student learning.
- Professional Reflection & Collaboration
- Regularly reflect on practice seek and respond to feedback and demonstrate selfawareness and commitment to continuous learning and development.
- Participate in and contribute to a collaborative adult learning community.
QUALIFICATIONS REQUIRED:
- Bachelors degree.
- Massachusetts Educator Licensure in Moderate Disabilities Severe Disabilities Early Childhood Special Education and/or Special Education Administrator.
- Current Safetycare certification.
- Experience in one or more of the following areas:
Autism Intellectual Impairment Multiple Disabilities Physical Disabilities Specific Learning Disability Emotional Impairment Early Childhood. - Demonstrated ability to meet the Core Competencies 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.
QUALIFICATIONS PREFERRED:
- Current teacher in the Boston Public Schools.
- 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.
TERMS:
- The individual who is hired to this position agrees to the 2025 BPS Summer Employment Terms.
- This position is paid hourly at a rate of $56 per hour of instructional time on the Boston Public Schools biweekly payroll schedule.
- This position is paid hourly at a rate of $40 per hour for the time estimated to complete all noninstructional responsibilities.
- Additional work hours that exceed the 6 hours in a day will require approval from the Director of Extended School Year & Expanded Learning.
- Please be advised that pursuant to Massachusetts and Federal law BPS considers site coordinators to be professional employees (or exempt employees) and they are expected to work as long as necessary to complete the required work.
- The individual who is hired to this position consents to electronic signin procedures on site that is retained by BPS exclusively for audit and signin verification (payroll).
- Failure to report to work on a given day of instructional time will result in a loss of pay for that day.
- Job offers are conditional and based on sufficient student enrollment/attendance.
NONDISCRIMINATION POLICY
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 biasbased intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.
Employment Type
Temp
