Summer Early Focus ESL Teacher (Summer 2026)

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

POSITION OVERVIEW:
Summer Early Focus seeks an exceptional ESL Teacher to support students in our program. The ESL Teacher will support grade K0 to grade 2 students in developing English language skills through age-appropriate engaging and developmentally responsive instruction. The ESL Teacher will help multilingual learners build listening speaking reading and writing skills while supporting their access to classroom routines academic content and social interactions. Each day the ESL Teacher will provide language development support to classrooms at the site and adapt instruction developmentally to meet the needs of students in grades K0 to grade 2. The program starts on July 7 through August 7 2026. The ESL Teacher will work from 9:00 AM to 2:00 PM. On Monday July 6 teachers will report from 9:00 AM to 2:00 PM for meetings and classroom setup. Students will start on Tuesday July 7.

PROGRAM DELIVERY: Fully In-Person

Number of positions available: 4

PROGRAM DESCRIPTION:
Summer Early Focus led by the BPS Department of Early Childhood and supported in partnership with the Office of Multilingual and Multicultural Education (OMME) will operate at five sites in the neighborhoods of Mattapan East Boston Roxbury Hyde Park and Jamaica Plain as part of the BPS Summer Learning Academies. Each site will include classrooms across early childhood grade levels and will be led by a Site Coordinator who supports teachers paraprofessionals and students throughout the program.

Summer Early Focus will serve incoming K1 students as well as students completing K1 K2 first grade and second grade who are currently enrolled in Boston Public Schools. Students may include multilingual learners and children with special needs. The program is designed to provide integrated support in literacy math science arts and social-emotional development to help prepare children for the following school year.

The ESL Teacher will support multilingual learners English language development within the Summer Early Focus Program model. This may include providing targeted language support helping students access classroom instruction and routines and collaborating with classroom teachers to support listening speaking reading and writing development in developmentally appropriate ways. The ESL Teacher will work with students across classrooms and grade levels as needed adapting language support to meet the needs of young learners.

Classroom staffing will vary by grade K0 one teacher and two paraprofessionals will support approximately 20 grades K1 through grade 1 two teachers will support approximately 22 children in each grade 2 one teacher will support up to 15 students.

REPORTS TO:
Position reports to the Site Coordinator and works in close collaboration with the SEF Program Director the Project Manager of the BPS Department of Early Childhood and the OMME Supplemental Services Team to support multilingual learners participating in Summer Early Focus.

PROGRAM SCHEDULE: Summer Early Focus Program will operate a five week 6 hour day Summer Early Focus program at 5 sites in the neighborhoods of Mattapan East Boston Roxbury Hyde Park and Jamaica Plain. SEF will operate on Monday July 7th through Friday August 7th 8:45 am to 2:15 pm for students.

ESL Teachers will work Monday - Friday for up to 5 hours per day - up to 50 minute increments between 9:00-2:00. We anticipate that each day the ESL teacher will only be at one site but depending on students enrollment ESL teachers may have to share their time between 2 sites from our 5 sites in the neighborhoods of Mattapan East Boston Roxbury Hyde Park and Jamaica Plain. We may ask the ESL teacher to move sites to provide program coverage due to teacher absences and also support supervision on field trips.

Summer Early Focus ESL teachers are asked to also attend PD on June 29th and classroom setting on July 6th rotating to visit each site that day work all required program hours as well as complete all required wrap up duties. Specialists are expected to work every day as we will not have substitutes. They will be expected to inform both Site Coordinator of their assigned site coordinator for that day as well as the Program Director if they expect to be absent.

RESPONSIBILITIES

Professional Development and Program Planning

• Build and maintain a safe fair and respectful learning environment for children adults and families placing the value of relationships at the core.
• Participate in required professional development classroom set-up and on-site planning sessions.
• Prepare developmentally appropriate English language development lessons activities and supports that help multilingual learners access the Summer Early Focus curriculum.
• Collaborate plan and coordinate with classroom teachers and site staff to support multilingual learners through push-in and/or pull-out instructional models.
• Exhibit professional behavior that addresses job responsibilities district policies and procedures and the expectations of professionals working in a multilingual multicultural and economically diverse community.
• Attend mandatory central training sessions and online modules including training related to attendance assessment program expectations and multilingual learner supports.
• Prepare instructional materials language supports and classroom resources that are conducive to developmentally appropriate learning for multilingual learners.

Instruction and Classroom Management

• Provide English language development instruction and support for multilingual learners participating in the Summer Early Focus program.
• Support implementation of the Department of Early Childhoods literacy and math summer school curriculum by helping multilingual learners access grade-level content through appropriate language scaffolds.
• Use push-in and/or pull-out models to support students oral language development academic vocabulary listening comprehension speaking skills and classroom participation.
• Use the WIDA English Language Development Standards Framework and students English language proficiency levels to guide instructional planning and support.
• Differentiate instruction so that multilingual learners can engage in rigorous academic work and participate meaningfully in classroom activities.
• Establish a productive learning environment and classroom culture in which all students are respected and students home languages cultures and identities are valued.
• Demonstrate a commitment to excellence equity and high expectations for all children with an emphasis on building on the linguistic and cultural strengths that children bring to the teaching and learning process.
• Employ a wide range of developmentally appropriate strategies including visuals modeling gestures sentence frames structured conversation vocabulary routines and other scaffolds aligned with Universal Design for Learning.
• Record or support daily attendance procedures in the summer school attendance system as assigned.
• Use informal and formative assessment tools and strategies to gather data on students language development and instructional needs.
• Participate in off-site field trips and support multilingual learners participation in field-based and experiential learning activities.
• Provide students families site coordinators classroom teachers OMME Supplemental Services staff and program staff with relevant and timely information related to multilingual learner progress and support.
• Support classroom routines transitions and behavior expectations to maintain a safe and productive learning environment.
• Care for program materials language development resources and instructional supports.

Collaboration and Evaluation

• Initiate develop and maintain consistent partnerships with families including multilingual families and support welcoming family engagement throughout the program.
• Work with the Site Coordinator classroom teachers SEF Program Director Project Manager and OMME Supplemental Services Team to support multilingual learner participation progress and success.
• Collaborate with site staff to maintain timely student attendance and progress records.
• Work with the Site Coordinator and other program staff to ensure outcome goals are on track to be met including academic social-emotional and language development goals.
• Receive feedback from the Summer Early Focus Site Coordinator SEF Program Director and OMME Supplemental Services Team to improve ESL instruction language supports and classroom collaboration.
• Smoothly and safely support student transitions and dismissal ensuring that all children are accounted for.
• Participate in organized staff meetings planning meetings and collaboration opportunities.
• Administer or support required assessments including pre- and post-assessments as assigned.
• Support SAYO-T administration or other program evaluation activities as needed.
• Assist the Program Director and Site Coordinator with compiling inventory of curriculum materials and language support resources after the conclusion of programming.
• Participate in required feedback interviews or evaluation activities to support program-wide evaluation and continuous improvement.
• Perform other related duties as requested.

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 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 the content area and the pedagogy it requires.
• Demonstrate understanding of 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.
• Actively create and maintain an environment in which students diverse backgrounds identities strengths and challenges are respected.
• Engage with families and build collaborative respectful relationships in service of student learning.
• 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.

TERMS:

• Compensation: Hourly rate of $54. Anticipated total of 128 hours including professional development( June 27th) classroom setting (July 7th) on-site program time and additional duties for an estimated total amount of up to $6800. This position is paid hourly at a rate of $40 per hour for the time estimated to complete all non-instructional responsibilities (PD/Prep)
• Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule.n is set based on hours of work including professional development on-site program time and additional duties. Staff will not be paid for time not worked.
• All employees must read and agree to the 2026 BPS Summer Employment Terms. See BPS terms of employment for stipend dissemination guidelines (stipend includes pre-summer training and PD on-site planning summer programming and any wrap up duties).
• Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule.
• HR/payment overseen by the Supplemental Services Team of BPS Office of Multilingual and Multicultural Education (OMME). Human resource-related questions should be directed to

QUALIFICATIONS:

• ESL Certification.
• Massachusetts teaching license or school administrator license.
• Masters Degree. Early Childhood Certification preferred.
• Certified (or will be certified) for K1 K2 1st or 2nd grade.
• Worked with K1 K2 1st or 2nd grade children in a formal teaching role within the last three years.
• Experience with the Department of Early Childhoods supported curriculum (Focus on K0/K1 Focus on K2 Focus on First) and/or instructional practices.
• Experience with technology zoom google classroom SeeSaw
• Experience with working with children with special needs (e.g inclusion setting).
• Demonstration of culturally and linguistically sustaining practices.
• Willing to explore student learning in a non-traditional setting and connect student learning to project-based experiential learning.
• Willing to work in close collaboration with the Department of Early Childhood on shared goals in a student-centered school-aligned results-focused initiative.
• Focused on whole-child approaches (academic and social-emotional development).
• Experience working with The Early Childhood Focus curricular preferred.
• Experience working within a Summer Learning partnership such as Summer Early Focus preferred.
• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom school and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS official languages: Spanish Creole (Cape Verdean) Creole (Haitian) Chinese Vietnamese Portuguese & Somali.

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