Exam School Initiative- Academic Teacher (Summer 2026)

**THIS IS A SUMMER SCHOOL POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**

PROGRAM DESCRIPTION: The Exam School Initiative (ESI) is a racial equity initiative intended to expand access to Exam Schools for students who have been historically underrepresented as compared to the overall BPS student demographics. The goal of the program is to serve the students who have been historically underrepresented in the three exam schools: Boston Latin Academy (BLA) the John D. OBryant School of Mathematics and Science (OBryant) and Boston Latin School (BLS). The Office of Opportunity Gaps seeks culturally responsive instructors who believe in the talent and potential of ESI students and will advance the racial equity mission of the program. ESI teachers will provide rigorous instruction during the four-week program while cultivating positive relationships with students and families.

REPORTS TO: Exam School Initiative (ESI) Site Coordinator

PROGRAM DATES & HOURS FOR TEACHERS: Monday July 6 2025 - Friday July 31 2026 7:30 AM 1:30 PM

STUDENT DAILY SCHEDULE: 8:30 AM - 12:50 PM

SITE: Boston Latin School 78 Avenue Louis Pasteur Boston MA

ADDITIONAL ANTICIPATED STAFF HOURS (Subject to change)

• Anticipated 140 on-site program time including planning direct teaching and transition support
• Anticipated 10 hours of mandatory training progress reporting curriculum implementation cultural competence and additional preparation time.

RESPONSIBILITIES: Teachers in this program provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below. Due to the short duration of summer programs and the critical need to boost student learning during this time it is particularly important that teachers in BPS summer programs:

• Provide effective culturally responsive instruction to advance students in the mastery of Math/ELA standards
• Use and enhance ESI curriculum materials to provide engaging lessons that incorporate critical best practices for standards-aligned instruction in ELA Math and enrichment; collaborate with colleagues to share best practices and strategies
• Administer pre and post-tests and utilize the data to drive instruction

Engage and welcome families daily; learn about each student and provide family feedback on student performance and academic progress on a consistent basis

• Supervise and engage with students during transitions and mealtimes to develop a positive and affirming program culture
• Engage youth volunteers in supporting instruction and working with students to inspire them to become future BPS educators and build on their teaching and leadership skills
• Record accurate daily attendance and perform other administrative and operational tasks as requested
• Engage students in strategies and lessons for building and practicing test-wiseness and test-taking skills
• Assist Site Coordinator and Operations Director with lunch supervision field trip supervision and arrival/dismissal procedures

CORE COMPETENCIES: Using the Culturally Responsive Instructional Observation Protocol (CRIOP) the identified priority skills and abilities that all BPS teachers should possess include:

• Classroom Relationships
• The teacher demonstrates an ethic of care (e.g. equitable relationships bonding)
• The teacher communicates high expectations for all students
• The teacher creates a learning atmosphere that engenders respect for one another and toward diverse populations
• Family Collaboration

• The teacher reaches out to meet parents in positive non-traditional ways
• The teacher intentionally learns about families linguistic/cultural knowledge and expertise to support student learning
• The teacher encourages parent/family involvement

• Assessment Practices

• Use a variety of formal and informal assessments to measure student learning growth and progress toward achieving ELA Math standards
• Students have opportunities for self-assessment

• Instructional Practices
• Instruction is contextualized in students lives experiences and individual abilities
• Students engage in active hands-on meaningful learning tasks including inquiry-based learning
• The teacher uses instructional techniques that scaffold student learning
• Discourse
• The teacher promotes active student engagement through discourse practices
• The teacher promotes equitable and culturally sustaining discourse practices
• The teacher provides structures that promote academic conversation
• Critical Consciousness
• The curriculum and planned learning experiences provide opportunities for the inclusion of issues important to the classroom school and community
• The curriculum and planned learning experiences incorporate opportunities to confront negative stereotypes and biases
• The curriculum and planned learning experiences integrate and provide opportunities for the expression of diverse perspectives

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
• Set ambitious learning goals for all students create cognitively demanding tasks and model the belief that that all students can master challenging material through effective effort.
• Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks.
• Display passion and optimism about students content and the teaching profession.

• Communicating Content Knowledge
• Demonstrate mastery of and enthusiasm for content area and the pedagogy it requires.
• Demonstrate understanding for how subject matter applies in real-world settings and connects to other content areas and relevant standards.
• Convey content in creative and engaging ways that align to standards.
• Equitable & Effective Instruction

• Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work.
• Use instructional practices that are likely to challenge motivate and engage all students and facilitate equitable active student participation.
• Build a productive learning environment where every student participates and is valued as part of the class community.

• Cultural Proficiency
• Actively create and maintain an environment in which students diverse backgrounds identities strengths and challenges are respected.

• Parent/Family Engagement
• Engage with families and build collaborative respectful relationships in service of student learning.

• Professional Reflection & Collaboration
• Regularly reflect on practice seek and respond to feedback and demonstrate self-awareness and commitment to continuous learning and development.
• Participate in and contribute to a collaborative adult learning community.

QUALIFICATIONS - REQUIRED:

• Asset-based perspective of Black Latinx Indigenous Asian English Learners Special Education and other historically marginalized students and families
• Experience teaching in urban settings
• Bachelors
• Massachusetts teaching license in the appropriate subject/grade level you will be teaching
• Familiarity with Exam Schools and rigorous expectations
• Current authorization to work in the United States. Candidates must have such authorization by two weeks prior to the first day of employment.
• Active/current license is the grade and subject you are teaching

QUALIFICATIONS - PREFERRED:

• Content expertise in ELA and/or Math
• Ability to teach and facilitate enrichment activities
• Current teacher in the Boston Public Schools
• Teachers of grades 4 5 6 8
• Masters degree
• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom school and district culture and diversity. Candidates who are fluent in Spanish Cape Verdean Creole Haitian Creole Vietnamese Somali or Portuguese are strongly preferred
• ESL-licensed and/or SEI-endorsed
• Experienced in the implementation of effective Social Emotional Learning and Restorative Practices

TERMS:

• This position is paid hourly at a rate of $56 per hour of instructional time on the Boston Public Schools bi-weekly payroll schedule.
• This position is paid hourly at a rate of $40 per hour for the time estimated to complete all non-instructional responsibilities.
• Anticipated total of 140 hours of onsite program time
• Anticipated 10 additional hours for staff meeting/lesson planning preparation/PD time/reporting time and completion of progress reports
• Payment will be processed as a stipend at the end of the program informed by actual hours worked.
• Terms of Employment

NONDISCRIMINATION POLICY

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 bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.

Required Experience:

IC