**THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**

 

PROGRAM DESCRIPTION:
The OMME 5-Week Academic Enrichment program helps English/multilingual learners improve their language skills and reach their full potential. Our program is carefully crafted to cater to the unique needs of students with varying levels of English proficiency, enabling them to focus on specific aspects of language development, including reading, listening, speaking, and writing skills. Our interactive and engaging language-rich learning activities are designed with a project-based learning approach that fosters a supportive and enjoyable environment for students to practice and refine their language skills. The program features a comprehensive academic curriculum that includes Math and ESL/English Language Arts, ensuring that cognitively demanding tasks and grade-level complex texts are accessible to multilingual learners. In addition to academics, our program also offers a diverse range of enrichment activities, including STEM, Arts, Leadership Building, and Physical Fitness, tailored to the needs of English/multilingual learners entering 1st-12th grades. 

 

 

Position Summary:

 

This is a summer program coordinated by OMME in order to support EL acceleration in English language acquisition and development. Teachers hired are expected to adhere to the vision and mission of OMME, which is to provide a culturally and linguistically responsive education with the support needed to ensure equitable access to opportunities that promote language acquisition, bilingualism, biliteracy, and lifelong learning. The OMME is seeking teacher applicants who have educational experience with EL students to teach ESL/Math at the elementary and middle school levels (Grades 1-12). 

 

Responsibilities include but are not limited to the following:

• Deliver a rigorous ESL and/or Math instructional program by integrating language development pedagogy to enrich teaching and learning experiences for ELs.
• Utilize the WIDA English Language Development Standards Framework to guide instructional practices to support students at varying ELD levels.
• Place a primary emphasis on language development, while continuously monitoring students’ instructional needs at the beginning, during, and at the end of the program.
• Actively engage in all scheduled professional development sessions.
• Delicate planning time beyond regular instructional hours to ensure effective curriculum implementation.
• Assume responsibility for the ESL and/or Math curriculum guides and materials owned by OMME.
• Conduct the summer assessment, integrating informative, formative, and summative components, and leverage the acquired data to inform instructional decisions and strategies, particularly providing support for EL students with Individualized Learning Plans (ILPs).
• Utilize data analysis to guide classroom instruction in ESL and/or Math, as well as to facilitate appropriate student grouping.
• Utilize the district’s summer curriculum resources to design, develop, and deliver ESL and/or Math lessons, assignments, and pertinent enrichment activities for students.
• Ensure prompt maintenance of attendance and progress records for students.
• Engage in collaborative efforts with fellow team members to enhance instructional practices for ELs. 
• Differentiate a range of effective instructional practices to meet students’ needs. 
• Provide students, families, Site Coordinators, and the OMME Program with relevant and timely data, and maintain data for OMME.

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
• 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 of 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 with 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. 

Program Delivery: fully in-person

Program Start Date: Monday, July 8, 2024

Program End Date: Friday, August 9, 2024

 

Hours: 

General hours encompass a 5-hour workday with additional prep and planning time varying by specific sites. For instance, programming at sites may span from 8:00 am to 2:00 pm or 9:30 am to 3:30 pm, Monday through Friday. Job duties will necessitate planning and preparation outside of instructional hours.

Qualifications Required: 

• Bachelor's Degree 
• ESL License and/or SEI Endorsement
• Demonstrated experience working with English Learners, Students with Interrupted Formal Education, and/or English Learner Students with Disabilities. 
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

The successful candidate should possess a minimum of two years of experience working with EL students, exceptional classroom management abilities, and the capacity to collaborate effectively with the Site Program Coordinator. They will cultivate a learning environment that supports the holistic development—intellectual, physical, social, emotional, and cultural—of each child.

 

Terms:

Schedule:  

• Pre-Summer: Participate in scheduled planning meetings, training sessions, and professional development, along with on-site planning arranged by the site management team.
• During Summer: Teacher hours will be determined based on the specific site.
• Post-Summer: Engage in "wrap-up" tasks immediately following the conclusion of summer learning programming, including student progress reports and curriculum inventory.
  
  

Compensation: 

• Hourly rate: $51.74/hr
• Total compensation is determined by the hours worked, encompassing professional development, on-site program hours, and additional duties. Compensation may vary depending on the Summer Learning Academy program.
• Specific job requirements, program hours, and training schedules will be defined by the EL Summer Learning Academy program for each site. Acceptance of site-specific terms is mandatory upon hiring.
• Payroll will be processed biweekly upon submission of completed timesheets, following the BPS summer payroll schedule.
• The stipend covers pre-summer planning and student outreach/engagement, curriculum planning/training, and summer programming.

 

HR & Payment: 

• The position reports to the Site Coordinator, who collaborates closely with both the BPS Summer Learning Team and OMME. Interested candidates should apply through Talent Ed. Payroll processing will follow the BPS summer payroll schedule and will require the submission of completed timesheets.

 

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.