Stipend Opportunity: BPS Teaching Fellowship Early Literacy Instructor (SY25-26)
Stipend Opportunity: BPS Teaching Fellowship Early Literacy Instructor (SY25-26)
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Job Description
Stipend Opportunity
SCHOOL YEAR:Summer 2025
POSITION TITLE: BPS Teaching Fellowship Early Literacy Instructor
The BPS Teaching Fellowship is seeking exceptional educators who are licensed reading specialists and/or trained to instruct Language Essentials for Teachers of Reading and Spelling (LETRS) or other evidencebased literacy programs such as IMSE Orton Gillingham Comprehensive. This instructor will teach a total of 7 sessions on Early Literacy instruction including topics such as: phonemic awareness decoding encoding fluency language comprehension vocabulary reading comprehension and writing.
REPORTS TO: Director of Teacher Pipeline Programs
BACKGROUND:
Boston Public Schools Teacher Pipeline Programs (BPS TPP) are part of the larger strategy of the Office of Retention Cultivation and Diversity (RCD) Programs to address the demand for highly qualified equityminded and racially literate teachers for Bostons classrooms. Our core belief is that the next generation of Bostons teachers are in the schools homes and communities of Boston right now. This permeates all the work we do. BPS TPP are multigenerational communitybased teacher preparation programs for preservice and inservice teachers. We represent the third generation of teacher preparation programs in the USTeacher 3.0 (Kretchmar & Zeichner 2016)where our candidates are prepared to work in solidarity with their families and students by interrupting racism at personal and systemic levels using the critical literacy of race (SealeyRuiz 2020). Our teacher preparation programs are unique: we are among the few nationally and certainly the states only locallyembedded stateapproved multigenerational grow your own educator preparation program. The flagship program of BPS TPP is the Bilingual Education/Accelerated Community to Teacher Program.
BPS Teaching Fellowship (BPSTF) is the only districtbased DESEapproved educator preparation program that provides Moderate Disabilities and/or ESL endorsement for Initial Licensure. This is an indistrict initial licensure program geared toward increasing the number of licensed ESL and Moderate Disabilities teachers who remain in the district. BPSTF specialists guide Fellows who are beginning BPS teachers of record through DESEs Candidate Assessment Portfolio (CAP) process alongside teaching them required coursework. Once participants become SEI endorsed classroom teachers in BPS through BE/ACTT they are eligible to apply to the BPSTF.
Beginning in SY2425 DESE is requiring all educator preparation programs in the state to include Early Literacy curriculum.
JOB RESPONSIBILITIES
- Instruct 7 threehour evening sessions (3 virtual 4 inperson) in the following manner for the 38 BPS Teaching Fellows. The schedule is as follows:
Monday Jul 28 5730p
Virtual
Session 1
Language Comprehension and Vocabulary (B1 & B2)
Wednesday Jul 30 5730p
Virtual
Session 2
Part 1: Phonemic Awareness Decoding Encoding Fluency (C15)
Thursday Jul 31 5730p
Virtual
Session 3
Part 2: Phonemic Awareness Decoding Encoding Fluency (C15)
Monday August 4 5730p
Virtual
Session 4
Part 1: Reading Comprehension (D15)
Thursday August 7
5730p
Virtual
Session 5
Part 2: Reading Comprehension (D15)
Monday August 11
5730p
Virtual
Session 6
Part 1: Writing (E 15)
Thursday August 14 5730p
Virtual
Session 7
Part 2: Writing (E 15)
- Design course syllabus and teacher preparation curriculum that adheres to DESEs Early Literacy Program Approval Criteria
- Prepare an assessment for each session to be submitted on Google classroom
- Submit a syllabus prior to the first class taught (on or around July 92025)
- Collaborate with the Director of Teacher Pipelines as well as BPSTF specialists to ensure instruction is robust and meaningful for the Fellows
- Attend 7 30minute planning meetings with the Director and a specialist the week prior to each class taught. The purpose of this meeting is to review the upcoming lesson in its entirety in order to get feedback from Fellowship staff for final revisions prior to teaching the session.
- Establish and maintain a confidential trusting and professional relationship with cohort members.
- Provide ongoing quality feedback on all assignments
Core Competencies: Using the Rubric of Effective Teaching the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:
- 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
- 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
- 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.
QUALIFICATIONSREQUIRED
- Hold a Massachusetts reading specialist license
- Hold a Masters degree in Education
- Hold either a Massachusetts ESL License at any level or SEI Endorsement
- Experience leading Professional Development and adult learning at the school or district level
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified
- Meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above
- Experience designing curriculum for teacher to engage in early literacy instruction
- Strong facilitation and presentation skills
- Communicate digitally using the BPS email system Google Drive and other digital resources
- Demonstrate commitment to diversity and equity closing the opportunity gap and ensuring all students have access to the highest quality instruction
- Strong interpersonal skills and an ability to work effectively with a team fostering collaboration and growth
- Expertise in designing and implementing standardsbased instruction
- Flexibility and adaptability in instruction; ability to work with the cohort to accomplish goals
- Commitment to professional growth and learning
- Experience facilitating and building relationships with adult learners
- Current authorization to work in the United States; candidates must have such authorization by their first day of employment
QUALIFICATIONSPREFERRED
- Hold a Massachusetts license in Moderate Disabilities at any level
- Experience teaching in Boston Public Schools
- Possess mastery of pedagogical and subject matter skills
TIME COMMITMENT/COMPENSATION
Commitment
- Designing planning and implementing Early Literacy curriculum for 7 sessions (3 virtual 4 inperson) grading and providing feedback asynchronously (approximately 35 hours)
- Individual conferencing hours for Fellows as needed (approximately 10 hours)
- Attend seven 30minute planning meetings with the Director and a BPSTF specialist to review upcoming lesson plans agreeing to revise any curriculum necessary (3.5 hours)
Compensation: Stipend $4000
All interested candidates please apply by Friday May 30 2025.
Contact: Marisa Olivo Director of Teacher Pipeline Programs
As an affirmative action/equal opportunity employer we actively seek applications from candidates of color women and candidates committed to our focus on children.
Employment Type
Grant
