Summer Early Focus - Teacher (Summer 2026) - Boston, MA

POSITION OVERVIEW: Deliver instruction and facilitate the grade-specific, standards based Department of Early Childhood Summer Early Focus curriculum. Teachers will work from 8:15 am - 2:45 pm each day, which includes collaborative planning time from 8:15 am - 8:30 am, teachers w ...

Job description

POSITION OVERVIEW: Deliver instruction and facilitate the grade-specific, standards based Department of Early Childhood Summer Early Focus curriculum. Teachers will work from 8:15 am - 2:45 pm each day, which includes collaborative planning time from 8:15 am - 8:30 am, teachers will conduct family outreach from 2:30-2:45. Students will attend the program from 8:30 am - 2:30 pm. Start on July 7th through August 7th, 2026. July 7th there will be no students. Teachers will report for 9:00 am- 2:00 pm

PROGRAM DELIVERY: Fully In-Person

PROGRAM DESCRIPTION:Summer Early Focus, led by the BPS Department of Early Childhood, will operate 5 sites in the neighborhoods of Mattapan, East Boston, Roxbury, Hyde Park and Jamaica Plain with one classroom at each grade level as part of the BPS Summer Learning Academies. Each site will be led by a Site Coordinator who will support 10 teachers and up to 130 students in 7 classrooms. SEF will serve incoming K1 children, and children completing K1, K2, first grade, and second grade, who are currently enrolled in Boston Public Schools. Children might include those who have special needs and/or are English Language Learners. SEF is designed to provide integrated support in literacy, math, science, arts and social emotional development to help prepare children for the following school year. In grade K0 three adults will support 20 children in each classroom. In grades K1 to grade 1, two teachers will support 22 children in each classroom. In grade 2, it is possible that we may convert this model to one teacher supporting up to 15 students. Please let us know which grade level you would prefer to teach.

Students will have an enrichment period each day with a rotating specialist providing Physed, Dance, Visual Art for up to 50 minutes to the students. During this time, the teachers will be able to rotate taking a break or co-plan, but one teacher will remain to supervise students during the Specialty. Teachers will also take students on weekly field trips - either planned by the overall program or discussed with their Site Coordinator and classroom specific, making use of neighborhood opportunities to enhance the Summer Early Focus curriculum.

The BPS Summer Learning Academies serve as the primary academic summer offerings for BPS students, consisting of an array of high-quality academic and enrichment programs that provide services for targeted student populations in every grade level across the district.

BPS Summer Learning Academies aim to:

• Stem summer learning loss and increase academic achievement
• Develop student socio-emotional skills and increase student efficacy by building skills and competencies
• Strengthen the effectiveness of school-community partnerships
• Promote student health and wellness

REPORTS TO: Position reports to the Site Coordinator, who works in close collaboration with the SEF Program Director and the Project Manager of the BPS Department of Early Childhood.

PROGRAM SCHEDULE: The Department of Early Childhood will operate a five week 6 hour student day Summer Early Focus program at 5 sites in the neighborhoods of Mattapan, East Boston, Roxbury, Hyde Park and Jamaica Plain. The Site Coordinator will work at one site.

SEF will operate on Tuesday , July 7th, through Friday, August 7th, 8:30 am to 2:30 pm for students.

Summer Early Focus Teachers are required to attend all scheduled central and site-based planning meetings, training and professional development sessions, work all required program hours, as well as complete all required wrap up duties. Teachers are expected to work the entire day, every day of the summer, as we will not have substitutes.

Pre-Summer: Teachers will have to attend a total of 3 hours for a Professional Development Session. Professional development will be remote scheduled for Monday June 29th from 10:am-1:00 pm. Classroom setting will be on Monday July 6th. 9:00 - 2:00 pm. Teachers should also review the curriculum in advance and know what materials are provided and what they could bring from their own classrooms.

During Summer: 8:15 am-8:30 am planning , 8:30am-2:15pm instruction, 2:15__2:30 pm dismissal, Parent Outreach 2:30-2:45

Post-Summer: Some "wrap-up" duties (such as submission of end performance task rubric, curriculum inventory) occur immediately following the conclusion of summer learning programming.

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 the Professional Development on June 30th which includes classroom set-up and on-site planning.
• Prepare cognitively-demanding lessons, assignments and enrichment activities (requires some planning work outside of regular program hours)
• Collaborate, plan, and co-teach with a teaching partner for 20 minutes each morning.
• 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 (which include introduction to tracking attendance in Cityspan and administering SAYO-T test to a select group of students).
• Prepare classroom space to be conducive to developmentally appropriate learning

Instruction and Classroom Management

• Plan for and implement the Department of Early Childhood's literacy and math summer school curriculum with fidelity (includes hands-on Centers and engaging in a culminating project).
• Differentiate instruction so that all students complete rigorous academic work.
• Establish a productive learning environment and classroom culture in which all students are respected.
• Demonstrate a commitment to excellence, equity, and high expectations for all children with an emphasis on building on the strengths that children bring to the teaching/learning process and closing the achievement gap.
• Employ a wide range of strategies that address children's various learning styles and align with the Universal Design for Learning framework.
• Record daily attendance in the summer school attendance system (Cityspan).
• Use a variety of assessment tools and strategies to gather data to inform instruction.
• Participate in off-site field trips (which may include trips to Mattapan Library and ReadBoston).
• Provide students, families, site coordinators and program staff with relevant and timely data.
• Oversee classroom management; enforce discipline code.
• Care for program materials and resources.

Collaboration and Evaluation

• Initiate, develop, and maintain consistent partnerships with families and welcomes families into the classroom throughout the program.
• Work with the site coordinator to maintain timely student attendance and progress records.

• Work with site coordinator and other program staff to ensure all outcome goals are on track to be met, including academic outcomes and social-emotional skill development outcomes.

• Receive feedback from Summer Early Focus Site Coordinator and Program Director to improve instruction and classroom management.

• Smoothly and safely transition children at 2:30 pm dismissal, ensuring that all children are accounted for.

• Participate in organized staff meetings.

• Administer the SAYO-T test to a sampling of students sometime in weeks 2- 4 of the summer program.

• Administer pre and post assessment

• Assist Program Director and Site Coordinator with compiling inventory of curriculum materials after conclusion of programming.

• Participate in mandatory feedback interviews with evaluators in order to support program wide evaluation through an outside observer to measure program quality and compare to other summer programs for future programming.

• 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 156 hours including professional development( June 29th), classroom setting (July 6th), on-site program time, and additional duties, for an estimated total amount of up to $8664.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 Solange Marsan of BPS Department of Early Childhood. Human resource-related questions should be directed to

QUALIFICATIONS:

• Massachusetts teaching license or school administrator license.
• Completion of Equitable Literacy Training
• Master's Degree. Early Childhood Certification preferred.
• Certified (or will be certified) for K0, K1, K2, 1st, or 2nd grade.
• Worked with K0, K1, K2, 1st, or 2nd grade children in a formal teaching role within the last three years.
• Experience with the Department of Early Childhood's supported curriculum (Focus on K0, Focus 1, Focus on K2, Focus on First and second) and/or instructional practices.
• Experience with technology, zoom, google classroom
• Experience with working with children with special needs (e.g, inclusion setting).
• Special Ed Certification and/or ESL Certification preferred.
• 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.

NONDISCRIMINATION POLICY

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.