Program Developer, Early Childhood [BASAS 9] (SY26-27)

POSITION TITLE: Program Developer Department of Early Childhood

OFFICE: Department of Early Childhood

REPORTS TO: Equitable Early Literacy Director Department of Early Childhood

POSITION OVERVIEW:

The Early Childhood Program Developer collaborates to create an aligned and equitable PreK-2nd Grade learning experience for all Boston PreK and Boston Public School students with a focus on outcomes for Black and Latinx children multilingual learners and children with disabilities. The Program Developer supports schools to implement and integrate equitable early literacy instruction across all content areas including foundational skill development and conceptual knowledge and language development with an emphasis on improving literacy outcomes for children. Responsibilities will include job-embedded coaching as well as designing and facilitating professional development for teachers paraprofessionals and instructional leaders to realize an equitable early literacy framework grounded in the districts high-quality instructional materials. As a member of the Department of Early Childhood the Program Developer will participate in a variety of other department endeavors and initiatives as needed.

RESPONSIBILITIES:

• Develop the capacity of school-based leadership teams and teacher leaders to drive equitable early literacy professional learning and coaching at school sites.
• Co-design facilitate and manage professional learning sessionsboth school-based and district wideto support culturally sustaining and inclusive implementation of district literacy curricula namely the Focus on Early Learning Pre-K2nd curricula.
• Leverage high quality instructional materials and evidence-based pedagogical frameworks to support educators to implement equitable and inclusive instructional practices and to:
• support data-driven collaborative lesson and unit planning focused on the experiences and outcomes of multilingual learners and children with disabilities;
• facilitate reflective practice with educators and leverage a variety of coaching methods including but not limited to co-teaching modeling instructional moves providing real-time feedback pre- and post-lesson debriefs and video-coaching;
• use knowledge of district-level literacy screeners as well as progress monitoring tools to support educators with data-informed foundational literacy planning and instruction;
• facilitate and support professional learning communities of educators and instructional leaders; and
• collaborate across central office departments to ensure a cohesive instructional experience for learners in the early childhood grades (prek-2nd).
• Support schools in maintaining state and national quality standards

• Contribute to the creation of curriculum materials specific to literacy content and to pre-k to 2nd that align to the BPS vision for equitable instruction reflect UDL design principles and specifically address the learning assets and needs of multilingual learners.
• Build partnerships with community stakeholders such as BPS early childhood families and teacher preparation programs.
• Demonstrate adaptive leadership qualities and a commitment to anti-racist practices.
• Contribute to the implementation of a district-wide strategy for a multi-tiered system of support (MTSS) for literacy.
• Contribute to developing and implementing a professional learning and coaching strategy for the Department of Early Childhood.
• Create and monitor a work plan with goals resources and action steps.

QUALIFICATIONS

REQUIRED:

• At least five years successful teaching experience two of which must have been in grades K0 through 3rd as a classroom teacher
• Masters degree in education (Early Childhood Reading ELA ESL or Special Education)
• Appropriate Massachusetts licensure including valid MA teaching licensure with SEI
  endorsement* and Supervisor/Director license in Early Childhood*
• Training in LETRS Orton Gillingham or another program accredited by IDA (International Dyslexia Association)
• Deep knowledge of early childhood and early elementary pedagogy
• Expansive knowledge of current early literacy research and application aligned with the science of reading and culturally responsive pedagogy
• Experience in the design implementation and evaluation of high-quality differentiated professional development as a coach or teacher-leader
• Facility with technology (i.e. Google Drive and documents online management system electronic presentation word processing website management or development)
• Ability to communicate effectively both orally and in writing
• Experience analyzing and interpreting data and with data-informed planning and decision-making
• Strong organizational skills and efficiency in meeting deadlines
• Excellent interpersonal skills and the ability to work with diverse groups of people: the ability to
  observe and listen without judgment to work collaboratively on shared projects and to give and receive feedback productively
• Willingness to embrace opportunities for growth and to refine professional practice

PREFERRED:

• Proficiency in any or several of the following languages: Spanish Haitian Creole Cape Verdean Creole Chinese Vietnamese Portuguese Somali
• Advanced certificate or masters degree as a Reading Specialist
• Certification (vs. training only) in Orton Gillingham or another program accredited by IDA (International Dyslexia Association)
• Experience in special education and providing high-quality instruction to children with disabilities
• Experience working across education settings in any or several of the following settings: Community-based Public Schools Family Child Care Charter.
• Experience coaching adults in literacy instructional practices

Terms: BASAS 9 207 Days.

The Boston Public Schools in accordance with its nondiscrimination policies does not discriminate on the basis of race color age criminal record physical or mental disability pregnancy or pregnancy-related conditions homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics natural or protective hairstyle military status immigration status English language proficiency or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process please contact the Accommodations Unit at

Required Experience:

IC