Early Childhood Program Developer Anticipated Vacancy P-2 BASAS 9 SY24-25

This position is an anticipated vacancy. It is expected to be vacant by 08/31/2025. However the current incumbent has a right to rescind their retirement leave or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated and you may start the year as a LongTerm Substitute if the position does not become vacant by the start of the school year.

OFFICE: Department of Early Childhood

REPORTS TO: Equitable Early Literacy Director Department of Early Childhood

POSITION OVERVIEW:

The Early Childhood Program Developer collaborates to create an aligned and equitable PreK2nd Grade learning experience for all Boston Public School students with a focus on outcomes for Black and Latinx children multilingual learners and children with disabilities. The Program Developer supports schools to implement high quality early literacy instruction including foundational skill development and conceptual knowledge and language development with an emphasis on improving literacy outcomes for children in 1st and 2nd grades. Responsibilities will include jobembedded coaching as well as designing and facilitating professional development for teachers paraprofessionals and instructional leaders to realize an equitable early literacy framework grounded in the districts high quality instructional materials. As a member of the Department of Early Childhood the Program Developer will participate in a variety of other department endeavors and initiatives as needed.

RESPONSIBILITIES:

• Develop the capacity of schoolbased leadership teams and teacher leaders to drive equitable early literacy professional learning and coaching at school sites.
• Codesign and facilitate professional learning sessionsboth schoolbased and district wideto support culturally sustaining and inclusive implementation of district literacy curricula namely the Focus on Early Learning PreK2nd curricula.
• Leverage high quality instructional materials and evidencebased pedagogical frameworks to support educators to implement equitable and inclusive instructional practices and to:
• support datadriven collaborative lesson and unit planning focused on the experiences and outcomes of multilingual learners and children with disabilities;
• facilitate reflective practice with educators and leverage a variety of coaching methods including but not limited to coteaching modeling instructional moves providing realtime feedback pre and postlesson debriefs and videocoaching;
• use knowledge of districtlevel literacy screeners as well as progress monitoring tools to support educators with datainformed foundational literacy planning and instruction;
• facilitate and support professional learning communities of educators and instructional leaders; and
• collaborate across central office departments to ensure a cohesive instructional experience for learners in the early childhood grades (prek2nd).

• Contribute to the creation of curriculum materials specific to literacy content and to prek to 2nd that align to the BPS vision for equitable instruction reflect UDL design principles and specifically address the learning assets and needs of multilingual learners.
• Build partnerships with community stakeholders such as BPS early childhood families and teacher preparation programs.
• Demonstrate adaptive leadership qualities and a commitment to antiracist practices.
• Contribute to the implementation of a districtwide strategy for a multitiered system of support (MTSS) for literacy.
• Contribute to developing and implementing a professional learning and coaching strategy for the Department of Early Childhood.
• Create and monitor a work plan.

QUALIFICATIONS

REQUIRED:

• At least five years successful teaching experience three of which must have been in grades K2 through 3rd as a classroom teacher
• Masters degree in education (Early Childhood Reading ELA ESL or Special Education)
• Appropriate Massachusetts licensure including valid MA teaching licensure with SEI
  endorsement* and Supervisor/Director license in Early Childhood*
• Training in LETRS Orton Gilingham or another program accredited by IDA (International Dyslexia Association)
• Deep knowledge of early childhood and early elementary pedagogy
• Expansive knowledge of current early literacy research and application aligned with the science of reading and culturally responsive pedagogy
• Experience in the design implementation and evaluation of highquality differentiated professional development as a coach or teacherleader
• Facility with technology (i.e. Google Drive and documents online management system electronic presentation word processing website management or development)
• Ability to communicate effectively both orally and in writing
• Experience analyzing and interpreting data and with datainformed planning and decisionmaking
• Strong organizational skills and efficiency in meeting deadlines
• Excellent interpersonal skills and the ability to work with diverse groups of people: the ability to
  observe and listen without judgment to work collaboratively on shared projects and to give and receive feedback productively
• Willingness to embrace opportunities for growth and to refine professional practice

PREFERRED:

• Proficiency in any or several of the following languages: Spanish Haitian Creole Cape Verdean Creole Chinese Vietnamese Portuguese Somali
• Advanced certificate or masters degree as a Reading Specialist
• Certification (vs. training only) in Orton Gillingham or another program accredited by IDA (International Dyslexia Association)
• Experience in special education and providing high quality instruction with children with disabilities
• Experience coaching adults in literacy instructional practices

*If you do not currently hold the SEI endorsement or Supervisor/Director license but have a valid MA teaching license you must hold both the SEI endorsement and Supervisor/Director license by the end of your first school year with the district. The Department may be able to facilitate an internship to obtain the Supervisor/Director license.

TERMS: BASAS 9 207 days.

Please refer to (under Employee Benefits and Policies) for more information on salary and 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 biasbased intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.