Cluster Substitute Teacher - UP Academy Holland Re-PostAnticipated VacancySY24-25
Cluster Substitute Teacher - UP Academy Holland Re-PostAnticipated VacancySY24-25
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Salary Not Disclosed
1 Vacancy
Job Description
This position is an anticipated vacancy. It is expected to be vacant by 4/1/25. 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.
Job Description:
Boston Public Schools (BPS) seeks an exceptional Cluster Substitute 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.
Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily.
Reports to: Principal/Headmaster of the school.
Required Teacher Competencies:
- 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 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
- Communicating Content Knowledge
(IA1. Subject Matter Knowledge IA4. WellStructured Lessons)
- Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
- Demonstrates understanding for 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
- 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
- Cultural Proficiency
(IIC1. Respects Differences IIC2. Maintains Respectful Environment)
- Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected
- Parent/Family Engagement
(IIIA1. Parent/Family Engagement)
- Engages with families and builds collaborative respectful relationships with them in service of student learning
- 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.
QualificationsRequired:
- Education: Minimum of an undergraduate college/university degree.
- Current authorization to work in the United States Candidates must have such authorization by their first day of employment.
- Successfully complete a screening interview with the BPS Office of Human Capital.
- Pass a CORI/SORI criminal background check.
QualificationsPreferred:
- Massachusetts Teaching License in assigned content and grade level including SEI Endorsement if applicable.
- Experience in a school or community setting working with children or young adults.
- Experience teaching in urban 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: BTU Group 2
Next year many BPS schools will have a longer school day through the Schedule A Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a Schedule A ELT school check here: bostonpublicschools/elt.
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
