- Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
- Collaborate and communicate with the students' content teacher(s) to align instruction and support to both the students' English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
- Collaborate and communicate with the school's instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
- Assist with the oversight and delivery of ACCESS administration.
- Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.
- Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
- Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.
- Integrate technology into the classroom as an instructional tool and for personal productivity.
- Demonstrate an understanding of and fluency using WIDA's ELD Standards Framework and Can Do Descriptors.
- Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
- Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.
- Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.
- Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.
- Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.
- Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
- Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
- Provide assistance to transition to adult living services as appropriate.
- Accountability for Student Achievement
- Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief 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 the content area and the pedagogy it requires
- Demonstrates understanding of 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 with 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 Level : Hold a Bachelor's degree.
- Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.
- Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level.
- Complete 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.
- Able to model excellent spoken and written English for students learning English in school.
- Experience teaching in an urban setting.
- 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.
- 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 - English as a Second Language / Moderate Disabilities Resource Room , K-8 - Boston, United States - Boston Public Schools
Description
Boston Public Schools seeks an exceptional English as a Second Language (ESL) and Special Education/Moderate Disabilities Resource Room 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/Head of School
Responsibilities
Teach: English as a Second Language
Moderate Disabilities
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 a Respectful Environment)
(III-A-1. Parent/Family Engagement)
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
Qualifications Required
Qualification Preferred
Terms: BTU, Group I
Please refer to (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.
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.
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