Teacher - English as a Second Language and Moderate Disabilities Learning Specialist Gr K-3 Long-Term Substitute SY24-25
Teacher - English as a Second Language and Moderate Disabilities Learning Specialist Gr K-3 Long-Term Substitute SY24-25
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Job Description
THIS IS A LONGTERM SUB POSITION that is expected to start on 09/05/2024 and end on 05/05/2025. Please note that all substitute teachers are hired as per diem subs even when placed in longterm assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website Public Schools seeks an exceptional Learning Specialist 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.
Reports to: Principal/Head of School
Responsibilities
Teach: English as a Second Language
- Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
- Collaborate and communicate with the students content teacher(s) to align instruction and support to both the students English language development across all four domains and their classroom instructional needs (instructions vocabulary reading and writing support and clarification of assignments).
- 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.
- Assist with the oversight and delivery of ACCESS administration.
- Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
- Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
- Demonstrate cultural proficiency and use effective and culturallyrelevant instructional practices.
- Integrate technology into the classroom as an instructional tool and for personal productivity.
- Demonstrate an understanding of and fluency using WIDAs ELD Standards Framework and Can Do Descriptors.
- Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
- Attend district and statesponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
Moderate Disabilities
Implement district learning goals and objectives in alignment with state frameworks having familiarity in identifying access points for student portfolio development.
Provide smallgroup instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
Provide needed accommodations for student learning and testing when required. If needed develop and implement curriculum and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
Provide assistance to transition to adult living services as 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:
- Accountability for Student Achievement
(IIA1. Quality of Effort and Work IID2. High ExpectationsIB2. 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
- 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 with 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 a 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.
Qualifications Required
- Education Level: Hold a Bachelors degree.
- Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
- Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level.
- Complete state and federal guidelines in order to be fully licensed and Highly Qualified.
- Ability to meet the Standards 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.
- Able to model excellent spoken and written English for students learning English in school.
Qualification Preferred
- Experience teaching in an urban setting.
- 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.
- 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).
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.
Required Experience:
Unclear Seniority
Employment Type
Full-Time
