- Accountability for Student Achievement
- Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
- Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students, their content, and the teaching profession
- Communicating Content Knowledge
- Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
- Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
- Can convey content in creative and engaging ways that align to standards
- Equitable & Effective Instruction
- Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
- Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
- Builds a productive learning environment where every student participates and is valued as part of the class community
- Cultural Proficiency
- Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected
- Parent/Family Engagement
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
- Professional Reflection & Collaboration
- Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
- Education: Hold a Bachelor's degree.
- Hold a Massachusetts Teaching License in English Language Arts AND English as a Second Language at the appropriate grade level.
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
- Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
- Experience teaching in urban schools.
- Degree in Education.
- Hold a Bilingual Education Endorsement. Please note, a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the Department shall be deemed the equivalent of the Bilingual Education Endorsement.
- BPS values linguistic diversity and believe 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.
- In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
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Teacher - Dual Language English English Language Arts, Gr. 6 - Boston, United States - Boston Public Schools
Description
THIS IS A LONG TERM SUB POSITION that is expected to start on 11/1/2023. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website ().
This position is located in a Spanish/English dual language school, so candidates must be bilingual and biliterate in Spanish. An English as a Second Language license at the appropriate level is highly required.
Boston Public Schools seeks an exceptional Dual Language ENGLISH LANGUAGE ARTS Teacher who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
REPORTS TO: Principal/Headmaster
RESPONSIBILITIES:
Teach: English Language Arts in a Dual Language setting
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:
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)
(III-A-1. Parent/Family Engagement)
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
QUALIFICATIONS__REQUIRED:
QUALIFICATIONS__PREFERRED:
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.
