STIPEND OPPORTUNITY 10 Boys Initiative Academic Coordinator (SY26-27)

**THIS IS A STIPENDED POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**

Program Overview

The 10 Boys Initiative is a districtwide Tier 2 intervention designed to address disproportionality in the academic and social-emotional outcomes of Black and Brown male students across Boston Public Schools. The initiative provides targeted data-informed academic interventions for selected students including students identified through academic data chronic absenteeism data and the BPS Early Warning Indicator system.

The initiative seeks to strengthen academic achievement attendance engagement self-efficacy and sense of belonging by combining evidence-based academic interventions with culturally and linguistically sustaining practices (CLSP). Although academic achievement is the initiatives primary focus the program recognizes that trusting relationships cultural affirmation and sense of belonging are essential conditions for student learning.

Position Overview

The 10 Boys Initiative Academic Coordinator will provide coordination and oversight for the implementation of the 10 Boys Initiative. Academic Coordinator will support school-based Academic Intervention Teachers in programming across all participating schools and ensure that participating schools implement the initiative with consistency quality and fidelity.

The Academic Coordinator will oversee the development of individual student profiles monitor academic and attendance data across schools and ensure that interventions are documented reviewed and adjusted based on student progress. The Academic Coordinator will also assist with facilitating professional learning for Academic Intervention Teachers in effective intervention practices progress monitoring culturally and linguistically sustaining practices culturally responsive instruction and the use of district data systems including Solara and Panorama.

Working closely with school leaders teachers district departments and other partners the Academic Coordinator will examine both individual student outcomes and districtwide trends to identify successes implementation gaps and areas requiring additional support. The Academic Coordinator will report directly to 10 Boys Initiative District-wide Director.

Essential Responsibilities

Establish clear expectations timelines protocols and implementation benchmarks for school-based programming.

Ensure that every participating student has a complete and current student success profile identifying strengths academic needs attendance patterns goals interventions and progress-monitoring measures.

Monitor school implementation to ensure interventions are delivered consistently and aligned with the initiatives academic purpose.

Maintain regular communication with Academic Intervention Teachers.

Identify implementation barriers and coordinate appropriate district resources and support.

Provide programmatic direction coaching and support to school-based Academic Intervention Teachers.

Establish regular individual and group check-ins to review student progress implementation evidence instructional challenges and needed resources.

Conduct school visits and review intervention practice student work records and implementation routines to provide timely actionable feedback.

Support Academic Intervention Teachers in identifying appropriate instructional strategies setting measurable goals and adjusting intervention when students are not making sufficient progress.

Oversee the collection organization and analysis of academic attendance engagement and belonging data.

Monitor student-level school-level outcomes using Solara Panorama curriculum-embedded assessments and other approved measures.

Develop and maintain data trackers.

Ensure that Academic Intervention Teachers enter accurate and timely intervention and progress-monitoring information.

Establish regular data-review cycles to determine whether students are responding to interventions.

Prepare Academic Intervention Teachers to review results identify patterns and adjust supports when students are not demonstrating sufficient progress.

Provide District-wide program Director with monthly reports highlighting student growth implementation trends areas of concern and recommended next steps.

Co-Design and co-facilitate onboarding and ongoing professional learning for Academic Intervention Teachers in partnership with program director.

Build staff capacity in Tier 2 intervention planning data analysis progress monitoring and individualized instruction.

Provide training in CLSP and culturally responsive teaching practices that affirm the identities strengths and experiences of Black and Brown male students.

Train staff to use Solara Panorama and other district-approved data and progress-monitoring systems effectively.

Facilitate professional learning communities coaching sessions and cross-school opportunities for intervention teachers to examine student work and share effective practices.

Provide observation feedback modeling and individualized coaching to strengthen implementation.

Review implementation and outcome data across schools to identify patterns disparities promising practices and system-level needs.

Prepare regular reports and presentations for district leadership that summarize progress challenges resource needs and recommended actions.

Use data and stakeholder feedback to refine program guidance professional learning tools intervention supports and implementation expectations.

Track whether participating students are demonstrating measurable improvement in academic performance and related indicators such as attendance engagement self-efficacy and belonging.

Ensure that program decisions remain anchored in student experience and measurable results rather than completion of adult activities alone.

Collaboration and Continuous Improvement

Collaborate with classroom teachers MTSS/SST teams and families

Ensure that Tier 2 interventions supplementand remain connected tostrong grade-level Tier 1 instruction and HQIM.

Center student and family voice when evaluating student needs and the effectiveness of supports.

Promote an asset-based culture that maintains high academic expectations and rejects deficit-based assumptions about Black and Brown boys.

Required Qualifications

Valid Massachusetts educator license.

Currently working within BPS

Masters degree in education or a related field.

Minimum of five years of successful teaching experience.

Experience serving as a lead teacher instructional coach teacher leader administrator program coordinator or in a comparable educational leadership role.

Demonstrated knowledge of Tier 2 academic interventions MTSS and effective progress-monitoring practices.

Strong ability to analyze student-level school-level and districtwide data and translate findings into instructional action.

Experience developing individualized interventions based on assessment results and student needs.

Demonstrated knowledge of CLSP culturally responsive teaching and asset-based practices.

Experience designing and facilitating professional learning for educators.

Strong organizational and project-management skills including the ability to monitor implementation across multiple schools.

Demonstrated ability to collaborate effectively with educators school leaders families district departments and community partners.

Strong written verbal facilitation and presentation skills.

Commitment to improving academic opportunities and outcomes for Black and Brown male students.

Preferred Qualifications

Experience supervising coaching or evaluating educators.

Experience leading a districtwide or multi-school initiative.

Familiarity with BPS systems policies HQIM and intervention structures.

Experience using Solara Panorama and curriculum-embedded assessments.

Experience supporting improvements in academic achievement attendance engagement and student belonging.

Ability to identify systemwide patterns while remaining attentive to the individual strengths and needs of each student.

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:

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