POSITION OVERVIEW:  Oversee BPS Summer Early Focus planning and programming at a specific program site. Supervise teachers, paraprofessionals, and other program staff, serve as site lead for instructional support, and oversee operational management for programming. Site Coordinators will work from 8:00 am - 2:30 pm each day, oversee collaborative planning time from 8:15 am - 8:30 am, student arrival at 8:30 am and student dismissal and daily wrap-up between 2:15-2:30 pm from July 8 through Aug 9, 2024

 

PROGRAM DELIVERY:  Fully In- Person

 

PROGRAM DESCRIPTION: Summer Early Focus, led by the BPS Department of Early Childhood, will operate 5 sites at Curley Lower, Ellison-Parks EES and East Boston EEC (2 additional sites to be announced) 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 up to 10 teachers and 130 students in 6 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 K0  one teacher and 2 paras,  K1, K2  and  grade 1, two teachers will support 22 children in each classroom. In grade 2, one teacher will support up to 15 students. Teachers will be supported by high school interns through the Boston PIC  Summerworks program.

 

Students will have an enrichment period each day with a rotating specialist providing Playworks, Zumba, Art or Science 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 SEF Program Director, who works in close collaboration with 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 - Curley, Ellison-Parks EES and East Boston EEC (2 additional sites to be announced) The Site Coordinator will work at one site.

 

SEF will operate on Tuesday, July 8th, through Friday, August 9th, 8:30  am to 2:30 pm for students.

 

Summer Early Focus Site Coordinators 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. We anticipate that the time commitment will be about 10-15 hours before the PD day with teachers. They are expected to work the entire day, every day of the summer, as we will not have substitutes. 

 

Pre-Summer: Scheduled summer planning meetings with program director, project manager of Early Childhood and other site coordinators (video conference calls), as well as the specific training listed below:

Teachers will have to attend a total of 6 hours Site Set-up and Professional Development Session  . Professional development will be remote scheduled for Thursday June 27th from 10:am-1:00pm. Classroom setting will be on Tuesday July 2nd. Teachers can schedule their 3 hours to set up the classroom between 9:00 am  and 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: Supporting teachers, coordinating drop off and pickup , including possible  late pick ups. 

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

 

RESPONSIBILITIES:

 

Building Preparation & Program Coordination

• Meet with Program Director to review expectations and assign tasks and participate in necessary PD/online modules.
• Meet with Program Director and Building Director to review expectations (emergency procedures, contact information, etc) and provide support in preparation for the first day of programming.
• Support Program Director to develop procedures for entry and exit of all children and share with Building Director as well as Summer Early Focus staff 
• Plan and oversee arrival of children and dismissal 
• Support Program Director to develop program schedule in advance of summer, including special events (field trips, family events, etc.)
• Serve as point of contact for Building Coordinator and with other summer programs sharing the space throughout the summer.
• Meet with the Program Director weekly for updates.

 

Student Recruitment, Enrollment & Engagement 

• Support recruitment, enrollment and engagement efforts for children in partner schools.
• If attendance is low at the beginning of the program, work with the Program Director to recruit  children from host school site and neighboring schools to drive up enrollment. 
• Call families if children are tardy or absent from the program to ensure our program attendance goal of at least 80% for each student.

 

Curriculum & Coaching

• Help coordinate delivery of materials on June 29th with facilities.
• Plan and organize summer orientation and professional development for staff to take place on June 30th.
• Supervise instruction, services and the monitoring of student progress; oversee any performance task or assessment administered to students
• Observe classes/activities, provide feedback, lead staff meetings, and model practices to improve instruction.
• Facilitate utilization of student data for curriculum and program planning.
• Compile inventory of curriculum materials (using provided template) after conclusion of programming.

 

Site Management

• Support teachers with setting up classrooms on June 30 (may include heavy lifting of materials) and breaking down classrooms. Ensure classrooms and school are left respectfully at the program’s end.
• Ensure that there is full attendance on the last day of the program (schedule final family engagement sessions on the last day)
• Create a welcoming environment for families. Build open relationships with families; invite families to visit or to learn more about their child’s experience. 
• Establish a culturally competent, trauma sensitive learning climate
• Serve as the school’s contact with the Early Childhood Department, families, and any other outside visitors.
• Manage all administrative duties (e.g., student and teacher attendance, permission forms for field trips, parent contacts, supporting children with challenging behavior, emergencies etc.).
• Partner with community-based organization that will provide enrichment opportunity to children in the afternoon.
• Smoothly and safely transition children at the 2:30 pm dismissal each day, ensuring that all children are accounted for. 
• Support program wide evaluation with an outside observer to measure quality and compare to other summer programs
• Manage student data systems (e.g. attendance, schedules, etc.)
• Execute and enforce site policies and student discipline code

 

Staffing and Supervision

• 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.
• Provide instructional and operational support to teachers on a daily basis.
• Arrange for coverage in the event of teaching staff absence and provide coverage when necessary.
• Track work of BPS teachers and other staff, complete time reporting forms for payroll; arrange for coverage in the event of teaching staff absence.

 

Operations and Program Management

• Ensure all curriculum materials are on site.

• Execute and enforce site policies and student discipline code.
• Coordinate emergency response procedures in the event of an emergency.
• Meet with the Program Director, at least weekly to provide an overview of what children are learning and provide recommendations to ensure a cohesive, full day experience for the children.
• Collaborate with BPS, BASB, NIOST, and other evaluators to implement evaluation tools
• Demonstrate completion of other critical tasks and duties as requested by the Program Director and Department of Early Childhood.

Classroom Observations - observe all teachers based on the Rubric of Effective Teaching:

• 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 for 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.

• Cultural Proficiency
• Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

• Parent/Family Engagement
• Engage with families and build collaborative, respectful relationships in service of student learning.

• Professional Reflection & Collaboration
• 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. 

 

QUALIFICATIONS:

• Massachusetts teaching license or school administrator license.
• Completion of Equitable Literacy Training 
• Master’s Degree. Early Childhood Certification preferred.
• Experience with teaching or coordinating a summer program, such as Summer Early Focus.
• Knowledge of (required) and Experience with (preferred) the Department of Early Childhood’s supported curriculum (Focus on K0, Focus on K1, Focus on K2, Focus on First) and/or instructional practices.
• At least 3 years of teaching experience, preferably in Early Childhood (K1-2nd grade).
• Knowledge of the Massachusetts Curriculum Frameworks in Math & Literacy.
• Experience with children with special needs (e.g, inclusion setting).
• ESL Certified and/or Special Ed Certified preferred.
• Able and willing to supervise other academic teachers in summer setting (providing constructive feedback, developing collaborative effort) and able/willing to work closely with a lead contact from partners.
• Experience collaborating with nonprofits, and open to exploring student learning through project-based, experiential learning
• Technology-savvy,  able to use zoom, Google Classroom, SeeSaw, and  to share daily attendance with Program Director and BPS Early Childhood Summer Directors through Cityspan and make recommendations to act upon that data.
• 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.

TERMS:

• Compensation: Hourly rate of $55.16. Anticipated total of 180 hours including professional development( June 27th), On site setting July 2nd , on-site program time, and additional duties, for an estimated total amount of up to $9928.80.
• Compensation 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 BPS 2023 Summer Program Terms of Employment. 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 smarsan@bostonpublicschools.org.

 

 

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.