Lead Teacher, English Language Arts

Position: Lead Teacher English Language Arts

English Language Arts Department

Overview of Cambridge Public Schools:

Cambridge is a vibrant diverse city as well as a central hub of the nations innovative economy. Educating approximately 7000 students preK12 the Cambridge Public Schools consists of diverse and dedicated faculty cutting-edge technology and innovative programs. While each of the CPS school communities is unique they are joined in a shared vision of rigorous joyful and culturally responsive learning. Over 30% of CPS students speak a language other than English at home and more than 70 languages are represented across the district. Our schools proudly embrace this linguistic and cultural diversity while striving to establish high expectations for all students.

The Opportunity:

Lead Teachers are district leaders and content-specific experts who ensure common research-based and culturally responsive instructional practices are consistently implemented throughout the partnership with colleagues they use their content-specific expertise to lead support and evaluate curriculum assessments instruction coaching intervention and professional learning focused on specific grades throughout the district. They engage stakeholders in achieving district and department goals through ongoing communication resource development progress monitoring and as needed individualized school-based support. They are data-driven organized strategic thinkers who are deeply committed to establishing systems and structures that ensure equitable student outcomes are achieved and sustained.

Key Responsibilities:

• Development implementation and review of districtwide ELA systems resources curriculum and professional learning that ensure alignment of rigorous research-based and culturally responsive instruction.
• Ongoing team department and professional learning opportunities to ensure classroom teachers interventionists and school-based coaches have deep shared knowledge of evidence-based data-driven practices and instructional priorities.
• Ongoing internal and external communication related to curriculum assessment instruction and content-specific resources and opportunities.
• Preparation of reports and presentations related to the evaluation of program effectiveness student outcomes and progress toward department goals and initiatives for internal and/or external stakeholders.
• Collaboration with core academic departments (Science History/S.S. Mathematics ELA/Literacy) school leaders and district offices (Family Engagement Special Education Multilingual Learners Research & Assessment Equity/Inclusion/Belonging etc.) to support districtwide cohesion and alignment.
• Evaluate and support assigned building-based coaches interventionists and/or educators in developing implementing and monitoring progress towards goals (through observation feedback and professional learning).
• Represent the department in a variety of forums as requested to support content-specific initiatives and events including school district and family events beyond school hours.
• In partnership with the Office of Research and Assessment (REA) and the Office of Student Services (OSS) provide support to school-based teams in effectively implementing MTSS systems screeners diagnostics and tiered interventions to accelerate student progress and close opportunity gaps.
• Support the content and logistics of vacation and summer learning opportunities.
• Other duties as assigned.

Your Skill Set:

As the incoming Lead Teacher you will possess many though perhaps not all of the following characteristics and qualifications:

• 5 years of teaching coaching or related experience
• Proven success in raising student outcomes in an urban classroom and community setting.
• Prior coaching curriculum development or content-specific leadership experience.
• Elementary literacy expertise including deep understanding of the science of reading and writing.
• Deep understanding of culturally and linguistically sustaining practices.
• Strong knowledge of MA State standards and assessments.
• Expertise in current research-proven MTSS and literacy intervention practices.
• Develop and refine materials supports and approaches to meet the needs of specialized programs and environments including: Montessori Dual-Language SEI and special-education classrooms.
• Strong technology skills including fluency with Google Suite Applications (Google: Docs Slides Forms Sheets Calendar Gmail)
• A belief in the ability of all students to achieve high academic outcomes including students with disabilities and multilingual learners.
• Proven leadership project-management and organizational skills including the ability to effectively collaborate with diverse stakeholders (educators administrators caretakers community partners).
• Ability to take initiative pivot and problem-solve to ensure the ongoing success of department goals and initiatives.
• Strong interpersonal and collaboration skills.
• Ability to engage in self-reflection and to provide timely high-leverage and actionable feedback to others.
• We value linguistic diversity and believe that candidates who speak another language bring added value to the classroom school and district culture and diversity. We are particularly interested in candidates who are fluent in the dominant languages within our district: Spanish Haitian Creole Amharic Arabic Bengali and Portuguese.
• Required: Massachusetts teacher or administrator licensure including 1 or more of the following: Reading (All Levels) Early Childhood K-2 or Elementary 1-6.
• Required: Bachelors degree from an accredited college or university.
• Preferred: Masters degree or higher from an accredited college or university.

How to Join Our Team:

Apply online at . Please upload a resume and thoughtful cover letter outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced acknowledging that a team reflecting diversity of race color ancestry national origin religion age gender marital/domestic partner status sexual orientation gender identity disability status and veteran status allows us to serve our communities better. To that end we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.

Required Experience:

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