THIS IS A LONG TERM SUB POSITION that is expected to start on 12/5/2019 and end at the conclusion of the school year.
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 (http://bostonpublicschools.org/Page/1095).
The Condon is a K-8 school located in South Boston currently partnered with the University of Virginia to support dramatic improvement across the building. Our goal is that all students are achieving their full potential and are prepared for high school and beyond.
To meet that goal, we are committed to:
- Demanding the best of our students and ourselves each day by focusing on the creation and maintenance of consistent high expectations across the building,
- Building strong, transformative relationships with students and families,
- Utilizing data to more effectively plan and implement our lessons for the students in our classrooms and aim to support each of student in becoming strong critical thinkers and advocates and,
- Welcoming feedback from all stakeholders across our building and community, are life-long learners and are constantly looking to improve our practice to benefit all students.
The Condon is currently seeking a Specialist teacher for the remainder of the 19-20 school year to implement a program that helps all students develop 21st century skills through integrating technology into academics. As part of the transformation process, the Condon is working to incorporate technology into all aspects of learning, including all specials. They are looking for a staff member to join the team excited to blend both academics and technology content standards into a strong, positive academic experience for students.
REPORTS TO: Principal/Headmaster
RESPONSIBILITIES:
- Teach: Instructional Technology (Computers)
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
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)
- 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
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
- 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
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
- 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
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)
- Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
- Parent/Family Engagement
(III-A-1. Parent/Family Engagement)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
- Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional 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.
QUALIFICATIONS - REQUIRED:
- Hold a valid Massachusetts Teaching License for Instructional Technology (All Levels).
- Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB.
- Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Education: Hold a Bachelor’s degree.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
QUALIFICATIONS - PREFERRED:
- Experience teaching in urban schools.
- 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)).
Next year, many BPS schools will have a longer school day through the "Schedule A" Extended Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt.
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. |