Turnaround Teacher - SLIFEEnglish as a Second Language Gr 6-12 SEI Endorsement Required SY25-26

****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5 by the State of Massachusetts.****

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is an ESL teaching position meaning candidates must have ESL licensure.

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 students native language while students in SLIFE Multilingual program are from various linguistic backgrounds. Students receive intensive literacy instruction in the native language and ageappropriate core content instruction in the native language.

Boston Public Schools seeks an exceptional SLIFE/English as a Second Language (ESL) Teacherwho 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 position serves English Language Learners (ELLs) from various linguistic backgrounds in a Sheltered English Immersion classroom. Students will receive instruction in English.

Reports to: Principal

Responsibilities

Teach: English as a Second Language in a SLIFE setting

1. Provide individualized and small group Elementary English as a Second Language (ESL) instruction to English Language Learners.
2. Collaborate and communicate with the ELL students content teacher(s) to align instruction and support to both the ELL students English language development and their classroom instructional needs (instructions vocabulary reading and writing support and clarification of assignments).
3. Collaborate and communicate with the schools instructional leadership team instructional coaches and administration to ensure ELL students receive language support and other forms of academic assistance.
4. Work with up to two schools a week delivering pushin/pullout ESL lessons to students with varying levels of English proficiency.
5. Assist with the oversight and delivery of MEPA and MELAO administration.
6. Prepare for and assist with organization of ELL students transition meetings for those ready to transition out of ELL services.
7. 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.
8. Demonstrate an understanding and fluency with the BPS ESL Curriculum and the Massachusetts DOE English Language Proficiency Benchmarks and Outcomes (ELPBO).
9. 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

(IIA1. Quality of Effort and Work IID2. High Expectations IB2. Adjustments to Practice)

• Sets ambitious learning goals for all students creates cognitively demanding tasks and models the belief 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

1. Communicating Content Knowledge

(IA1. Subject Matter Knowledge IA4. WellStructured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Demonstrates understanding of how the subject matter applies in realworld settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align to standards

1. Equitable & Effective Instruction

(IIA3. Meeting Diverse Needs IIA2. Student Engagement IIB1. 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

1. Cultural Proficiency

(IIC1. Respects Differences IIC2. Maintains a Respectful Environment)

• Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected

1. Parent/Family Engagement

(IIIA1. Parent/Family Engagement)

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

1. Professional Reflection & Collaboration

(IVA1. Reflective Practice IVC1. Professional Collaboration)

• Regularly reflects on practice seeks and responds to feedback and demonstrates selfawareness and commitment to continuous learning and development
• Seeks to participate in and contribute to a collaborative adult learning community.

Qualifications Required

1. Education: Hold a Bachelors degree.
2. Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level
3. Complete state and federal guidelines in order to be fully licensed and Highly Qualified according to NCLB.
4. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
5. Current authorization to work in the United States Candidates must have such authorization by their first day of employment.
6. Attend district and statesponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
7. Able to model excellent spoken and written English for students learning English in school.

Qualifications Preferred

1. Experience teaching in an urban setting.
2. 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).
3. 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 Cabo Verdean Creole Haitian Creole Chinese Vietnamese Portuguese & Somali.

Terms: BTU Group I

Please refer to www.bostonpublicschools/ohc (under Employee Benefits and Policies) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary as do the lengths of the school day. Some BPS schools have a longer school day through the Schedule A Expanded Learning Time (ELT) agreement.

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.