**THIS IS A SUMMER SCHOOL POSITION. 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. We will be adding a 4th grade cohort. 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 four-week program, while cultivating positive relationships with students and families. 

REPORTS TO: Exam School Initiative (ESI) Program Director, Office of Opportunity Gaps

PROGRAM SCHEDULE:

PROGRAM DATES & HOURS FOR TEACHERS: August 2 – 27, 2021, 8:00 AM – 1:00 PM 

STUDENT DAILY SCHEDULE: 8:30 AM - 12:30 PM  

SITE TBD

ADDITIONAL ANTICIPATED STAFF HOURS (Subject to change)

• Thurs July 29, 2021 All Staff Meeting/Orientation - 10 AM -12 PM
• Mon Aug 2, 2021 7:30 AM arrival and 1:30 PM dismissal for the first day
• Fri, Aug 27, 2021 1:00-2:00 PM All Staff Meeting, EOS Appreciation/Meeting

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 and utilize the data to drive instruction
• Engage and welcome families daily; learn about each student and provide family feedback on student performance and academic progress on a consistent basis
• Supervise and engage with students during transitions and mealtimes to develop a positive and affirming program culture
• Engage youth Teaching Assistants in supporting instruction and working with students to inspire them to become future BPS educators and build on their teaching and leadership skills
• 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
• 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:

• Asset-based perspective of Black, Latinx, Indigenous, Asian, English Learners, Special Education and other historically marginalized students and families
• Bachelor’s degree
• 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:

• Current teacher in the Boston Public Schools
• Teachers of grades 4-8
• Master's Degree
• 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 $40/hr. Anticipated total of 100 hours on-site program time, with an anticipated additional 4 hours for staff meeting/PD time, for an estimated total amount of up to $4,100. Payment will be processed as a stipend at the end of the program.

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step.

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.