TBE Steering Committee BHS

PROGRAM OVERVIEWThe TBE Steering Committee is a collaborative leadership opportunity designed to define TBE programming at Brockton High School analyze current instructional practices and create guidelines for TBE implementation in the 2026-2027 school committee will address the critical need for programmatic coherence in TBE instruction by establishing:Clear TBE program definition and non-negotiablesGuidance on L1/L2 usage and transition practicesCoordination structures between TBE ESL and content departmentsStandards-aligned expectations for TBE instructionOnboarding protocols for new TBE teachersThis is an opportunity for TBE teachers to shape the future of the program contribute to district-wide instructional clarity and build leadership capacity while being compensated for professional development : February 2026 June 30 2026 (5 months)Time Commitment: 30 hours totalMeetings scheduled collectively based on committee availabilitySome independent work reviewing materials and drafting documents between meetingsLocation: BHS Compensation:30 hours at Contractual Rate and 30 PDPsFunding Source:Professional DevelopmentQUALIFICATIONSFor Teachers:Current TBE teacher at Brockton High Schools (any content area: Math Science Social Studies)Experience teaching in Cape Verdean/Portuguese Haitian Creole or Spanish TBE programsWillingness to engage in honest reflection about current practices and collaborative problem-solvingCommitment to creating implementable evidence-based guidelines for TBE instructionAbility to work collaboratively and meet deadlinesNote: This opportunity is open to TBE teachers with varying levels of experience. The committee seeks representation across content areas (math science social studies) and language groups (Cape Verdean Haitian Spanish).RESPONSIBILITIESProgram Definition Work:Review and analyze TBE practice survey data and focus group findingsStudy DESE TBE guidance and research on effective TBE programmingDefine what TBE at BHS is and should be within current constraintsEstablish non-negotiables for TBE instructionCreate guidance on L1/L2 usage expectations and transition practicesCollaboration & Problem-Solving:Participate actively in committee meetings (approximately every 2-3 weeks)Engage in honest constructive dialogue about current TBE practicesContribute content area and language group expertiseWork collaboratively to resolve tensions between competing priorities (e.g. content pacing vs. language development)Build consensus around key program elementsDeliverables:TBE Program Definition Document: Clear statement of what TBE at BHS meansL1/L2 Usage Guidelines: Principles (not prescriptive percentages) for home language and English useRole Clarity Document: Responsibilities of TBE teachers ESL teachers and content departmentsOnboarding Protocol: Essential information for new TBE teachersImplementation Recommendations: Realistic next steps for 2026-2027 rolloutSharing Work:Present findings and recommendationsSupport communication of new guidelines to broader school communityWHY JOIN THIS COMMITTEEShape the program: Direct influence on how TBE is defined and implemented at BHSAddress shared challenges: Tackle the issues all TBE teachers identified in the survey (unclear expectations lack of coordination transition confusion)Build leadership skills: Develop expertise in program design and instructional decision-makingCollaborate with colleagues: Work with TBE teachers across languages and content areasGet compensated: Paid professional development time (30 hours at contractual rate)Create lasting impact: Build foundational documents that will support TBE teachers for years to come