Summer Early Focus - ESL Teacher Summer 2025

**THIS IS A SUMMER SCHOOL POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**

POSITION OVERVIEW: Deliver instruction and facilitate the gradespecific standards based Department of Early Childhood Summer Early Focus curriculum. ESL Teachers will work from 9:00 am 2:00 pm each day. Students will attend the program from 8:30:am 2:15 pm from July 7th August 8th 2025. On Monday July 7th teachers and paras will report for 9:00 2:00 for meetings and classroom setting. Students will start on Tuesday July 8th.

PROGRAM DELIVERY: In person

PROGRAM DESCRIPTION: Summer Early Focus led by the BPS Department of Early Childhood will operate 5 sites in the neighborhoods of Mattapan East Boston Roxbury Brighton and Jamaica Plain with one classroom at each grade level as part of the BPS Summer Learning Academies. Each site will be led by a Site Coordinator who will support 10 teachers and up to 130 students in 810 classrooms. SEF will serve incoming K1 K2 Grade 1 Grade 2 and Grade 3 who are currently enrolled in Boston Public Schools. Children might include those who have special needs and/or are English Language Learners. SEF is designed to provide integrated support in literacy math science arts and social emotional development to help prepare children for the following school year. In grades K0 to grade 1 two teachers will support 2022 children in each classroom. In grade 2 it is possible that we may convert this model to one teacher supporting up to 15 students. Please let us know which grade level you would prefer to teach. ESL teachers will use the push in or pull out model to support level 123and 4 students.

Students will have an enrichment period each day with a rotating specialist providing Playworks Zumba Music Production or Science for up to 50 minutes to the students. During this time the teachers will be able to rotate taking a break or coplan but one teacher will remain to supervise students during the Specialty. Teachers will also take students on weekly field trips either planned by the overall program or discussed with their Site Coordinator and classroom specific making use of neighborhood opportunities to enhance the Summer Early Focus curriculum.

The BPS Summer Learning Academies serve as the primary academic summer offerings for BPS students consisting of an array of highquality academic and enrichment programs that provide services for targeted student populations in every grade level across the district.

BPS Summer Learning Academies aim to:

• Stem summer learning loss and increase academic achievement
• Develop student socioemotional skills and increase student efficacy by building skills and competencies
• Strengthen the effectiveness of schoolcommunity partnerships
• Promote student health and wellness

REPORTS TO: Position reports to the Site Coordinator who works in close collaboration with the SEF Program Director and the Project Manager of the BPS Department of Early Childhood.

PROGRAM SCHEDULE: The Department of Early Childhood will operate a five week 6 hour student day Summer Early Focus program at 5 sites in the neighborhoods of Mattapan East Boston Jamaica Plain Brighton and Roxbury . The Site Coordinator will work at one site.

SEF will operate on Monday July 7th through Friday August 8th 8:30 am to 2:30 pm for students.

Summer Early Focus Teachers are required to attend all scheduled central and sitebased planning meetings training and professional development sessions work all required program hours as well as complete all required wrap up duties. Teachers are expected to work the entire day every day of the summer as we will not have substitutes.

PreSummer: Teachers will have to attend a 6 hour Site Setup and Professional Development Session at their assigned site Date TBA. Teachers should also review the curriculum in advance and know what materials are provided and what they could bring from their own classrooms.

PostSummer: Some wrapup duties (such as submission of end performance task rubric curriculum inventory) occur immediately following the conclusion of summer learning programming.

Program Locations:

Summer Early Focus @ Ellison Parks

Summer Early Focus @ East Boston EEC

Summer Early Focus @ Baldwin Early Learning Pilot Academy

Summer Early Focus @ Curley Lower K2

Summer Early Focus @ Higginson K2

RESPONSIBILITIES:

Professional Development and Program Planning

• Build and maintain a safe fair and respectful learning environment for children adults and families placing the value of relationships at the core.
• Participate in the Professional Development on June 30th which includes classroom setup and onsite planning.
• Prepare cognitivelydemanding lessons assignments and enrichment activities (requires some planning work outside of regular program hours)
• Collaborate plan and coteach with a teaching partner for 20 minutes each morning.
• Exhibit professional behavior that addresses job responsibilities district policies and procedures and the expectations of professionals working in a multilingual multicultural and economically diverse community.
• Attend mandatory central training sessions and online modules (which include introduction to tracking attendance in Cityspan and administering SAYOT test to a select group of students).
• Prepare classroom space to be conducive to developmentally appropriate learning

Instruction and Classroom Management

• Plan for and implement the Department of Early Childhoods literacy and math summer school curriculum with fidelity (includes handson Centers and engaging in a culminating project).
• Implement push in pull out or whole class ESL lesson to level 1 2 3 and 4
• Differentiate instruction so that all students complete rigorous academic work.
• Establish a productive learning environment and classroom culture in which all students are respected.
• Demonstrate a commitment to excellence equity and high expectations for all children with an emphasis on building on the strengths that children bring to the teaching/learning process and closing the achievement gap.
• Employ a wide range of strategies that address childrens various learning styles and align with the Universal Design for Learning framework.
• Record daily attendance in the summer school attendance system (Cityspan).
• Use a variety of assessment tools and strategies to gather data to inform instruction.
• Participate in offsite field trips (which may include trips to Mattapan Library and ReadBoston).
• Provide students families site coordinators and program staff with relevant and timely data.
• Oversee classroom management; enforce discipline code.
• Care for program materials and resources.

Collaboration and Evaluation

• Initiate develop and maintain consistent partnerships with families and welcomes families into the classroom throughout the program.
• Work with the site coordinator to maintain timely student attendance and progress records.
• Work with site coordinator and other program staff to ensure all outcome goals are on track to be met including academic outcomes and socialemotional skill development outcomes.
• Receive feedback from Summer Early Focus Site Coordinator and Program Director to improve instruction and classroom management.
• Smoothly and safely transition children at 1:30pm dismissal ensuring that all children are accounted for.
• Participate in organized staff meetings.

• Administer the SAYOT test to a sampling of students sometime in weeks 2 4 of the summer program.
• Administer pre and post assessment
• Assist Program Director and Site Coordinator with compiling inventory of curriculum materials after conclusion of programming.

• Participate in mandatory feedback interviews with evaluators in order to support program wide evaluation through an outside observer to measure program quality and compare to other summer programs for future programming.
• Perform other related duties as requested.

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 content area and the pedagogy it requires.
• Demonstrate understanding for 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 to 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.

TERMS:

• Compensation: Hourly rate of $54. Anticipated total of 123 hours including professional development( June 27th) classroom setting (July 7th) onsite program time and additional duties for an estimated total amount of up to $6940. This position is paid hourly at a rate of $40 per hour for the time estimated to complete all noninstructional responsibilities (PD/Prep)
• Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule.n is set based on hours of work including professional development onsite program time and additional duties. Staff will not be paid for time not worked.
• All employees must read and agree to the 2025 BPS Summer Employment Terms. See BPS terms of employment for stipend dissemination guidelines (stipend includes presummer training and PD onsite planning summer programming and any wrap up duties).
• Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule.

• HR/payment overseen by Solange Marsan of BPS Department of Early Childhood. Human resourcerelated questions should be directed to

QUALIFICATIONS:

• ESL Certification.
• Massachusetts teaching license or school administrator license.
• Masters Degree. Early Childhood Certification preferred.
• Certified (or will be certified) for K1 K2 1st or 2nd grade.
• Worked with K1 K2 1st or 2nd grade children in a formal teaching role within the last three years.
• Experience with the Department of Early Childhoods supported curriculum Focus on K0/K1 Focus on K2 Focus on First and/or instructional practices.
• Experience with technology zoom google classroom SeeSaw
• Experience with working with children with special needs (e.g inclusion setting).
• Demonstration of culturally and linguistically sustaining practices.
• Willing to explore student learning in a nontraditional setting and connect student learning to projectbased experiential learning.
• Willing to work in close collaboration with the Department of Early Childhood on shared goals in a studentcentered schoolaligned resultsfocused initiative.
• Focused on wholechild approaches (academic and socialemotional development).
• Experience working with The Early Childhood Focus curricular preferred.
• Experience working within a Summer Learning partnership such as Summer Early Focus preferred.
• 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.

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.