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* This is a stipended position and is only open to current, eligible, BPS employees whose current job status allows them to participate in this opportunity. Virtual Exam School Initiative - Mathematics or Language Arts Teacher (Fall/Winter 2024) EMPLOYMENT IS SEASONAL AND TEMPORARY PROGRAM DESCRIPTION: The Exam School Initiative (ESI) is a racial equity initiative intended to expand access to Exam Schools for students who have been historically underrepresented as compared to the overall BPS student demographics. The Office of Opportunity Gaps took over the direction of the program in 2016 and made important changes to the program to best serve the students who have been historically underrepresented in the three exam schools: Boston Latin Academy (BLA), the John D. O’Bryant School of Mathematics and Science (O’Bryant) and Boston Latin School (BLS). The Office of Opportunity Gaps seeks culturally responsive instructors who believe in the talent and potential of ESI students and will advance the racial equity mission of the program. ESI teachers will provide rigorous instruction during the seven Saturday sessions, while cultivating positive relationships with students and families. REPORTS TO: Executive Director of Immigrant and Targeted Programming, Office of Opportunity Gaps PROGRAM SCHEDULE: PROGRAM DATES & HOURS FOR TEACHERS: Following Saturdays with reporting times 8:45 AM –12:15 PM (Oct. 7th & November 2- 12:30 end time for debrief; November 16 1:15 end time (1 hour for progress reporting)): September 18th*-Teacher PD; September 25th - Family/Student Orientation Virtual learning dates: September 28th, Oct. 5th, Oct. 19st, Oct. 26th, Nov. 2nd, Nov.16, and Nov. 23rd. STUDENT DAILY SCHEDULE: 9:00 AM - 12:15 - Virtual ADDITIONAL ANTICIPATED STAFF HOURS (Subject to change)- Total of 33 hours (Including 15-minute prep time each session, student orientation days, PD day(s), staff meetings, surveying (All virtual) RESPONSIBILITIES: Provide effective, culturally responsive instruction to advance students in the mastery of Math/ELA standards Use and enhance ESI curriculum materials to provide engaging lessons that incorporate critical best practices for standards-aligned instruction in ELA and Math; collaborate with colleagues to share best practices and strategies Administer pre and post-tests (if necessary) and utilize the data to drive instruction Engage and welcome students/families; learn about each student and provide family feedback on student performance and academic progress on a consistent basis and at the end of programming Record accurate daily attendance and perform other tasks as requested CORE COMPETENCIES: Using the Culturally Responsive Instructional Observation Protocol (CRIOP), the identified priority skills and abilities that all BPS teachers should possess include: Classroom Relationships The teacher demonstrates an ethic of care (e.g., equitable relationships, bonding) The teacher communicates high expectations for all students The teacher creates a learning atmosphere that engenders respect for one another and toward diverse populations Family Collaboration The teacher reaches out to meet parents in positive, non-traditional ways The teacher intentionally learns about families’ linguistic/cultural knowledge and expertise to support student learning The teacher encourages parent/family involvement Assessment Practices Use a variety of formal and informal assessments to measure student learning, growth, and progress toward achieving ELA and Math standards Consistently utilize the Progress Learning platform to assign assignments Utilize Google Classroom for writing assignments and grading Students have opportunities for self-assessment Instructional Practices Instruction is contextualized in students’ lives, experiences, and individual abilities Students engage in active, hands-on, meaningful learning tasks, including inquiry-based learning The teacher uses instructional techniques that scaffold student learning Discourse The teacher promotes active student engagement through discourse practices The teacher promotes equitable and culturally sustaining discourse practices The teacher provides structures that promote academic conversation Critical Consciousness The curriculum and planned learning experiences provide opportunities for the inclusion of issues important to the classroom, school, and community The curriculum and planned learning experiences incorporate opportunities to confront negative stereotypes and biases The curriculum and planned learning experiences integrate and provide opportunities for the expression of diverse perspectives QUALIFICATIONS - REQUIRED: Current teacher in the Boston Public Schools Asset-based perspective of Black, Latinx, Indigenous, Asian, English Learners, Special Education, and other historically marginalized students and families Bachelor’s or Master’s degree preferred Massachusetts teaching license in the appropriate area preferred Familiarity with Exam Schools and rigorous expectations Content expertise in ELA and/or Math Current authorization to work in the United States. Candidates must have such authorization by their first day of employment QUALIFICATIONS - 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. Candidates who are fluent in Spanish, Cape Verdean Creole, Haitian Creole, Vietnamese, Somali, or Portuguese are strongly preferred ESL Licensed and/or SEI endorsed Experienced in the implementation of effective Social Emotional Learning and Restorative Practices TERMS: Stipend position. Hourly rate of $56.81/hr. Anticipated total of 28 hours (Virtual) program time, with an anticipated additional 5 hours for staff meeting/PD time and progress reporting, for an estimated total amount of up to $1,874.73. Payment will be processed as a stipend at the end of the program. Please refer to www.bostonpublicschools.org/ohc http://www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. NOTE: School-based managerial employees will work 223 days between July 1st and June 30th each year. The 223 day work-year will include the 180 days in which school is in session, and the additional days will be determined by the employee and the principal or headmaster of the school. This position is subject to the City of Boston residency requirement. School-based managerial employees are not eligible for vacation time or compensatory time. In the event of school cancellation due to snow or inclement weather, school-based managerial employees need not report to work. 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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Virtual Exam School Initiative - Mathematics or Language Arts Teacher (Fall/Winter 2024)

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Primary Location Central Office - Opportunity Gaps

Salary Range $56.81 / --

Shift Type Central Office

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