Equitable Literacy Coach (SY26-27)

Boston Public Schools•Boston, MA

14h

About The Position

The Boston Public Schools (BPS) is seeking to fill the position of Equitable Literacy Coach to support a network of Boston Public Schools in need of rapid and sustained transformation. The Equitable Literacy Coach will report to the school leader and the Executive Director of Equitable Literacy and will provide direct coaching and support to site-based principals, instructional leadership teams and individual teachers. The Equitable Literacy Coach will be expected to be at the schools 80-90% of the time, focused on the quality of teaching and learning of the district’s multiyear instructional focus on equitable literacy. The Equitable Literacy Coach will also dedicate 10-20% of their time working on their own professional development and learning with role-alike colleagues from other district schools under the guidance of the Academics Division. Individually and collectively, Equitable Literacy Coaches will serve as catalysts of the BPS strategic vision. The district is committed to accelerating instructional change to ensure all BPS students are independent learners who are prepared to pursue their interests and become effective agents of change for themselves, their families, and their communities. The Equitable Literacy Coach will work with central office departments and the leadership at the school to provide school-level support to ensure that acceleration of academic achievement and opportunity occurs for every student in their school through high-quality implementation of the following strategies in every classroom: Explicit and systematic instruction in foundational skills (phonics, phonological awareness, fluency, morphology, grammar, & syntax); Daily work with complex text that provides students the opportunity to learn new vocabulary, and syntactic structures and to apply comprehension strategies to make sense of content; Intentional building a body of knowledge (content, academic language, vocabulary); Use of Enabling Texts (texts that encourage and empower marginalized students to take action in their own lives and in the lives of others); and Explicit genre-based and disciplinary writing instruction grounded in a research-based framework This educational leader must have the following essential competencies and dispositions: 1) Growth and problem solving mindset; 2) Demonstrated history of closing opportunity and achievement gaps in urban classrooms and schools; 3) Demonstrated cultural proficiency and ability to lead others in conversations of race and culture; 4) Deep knowledge of curriculum, instruction, interventions and assessments; 5) Demonstrated ability to lead and support instructional change in schools through coaching; and 6) The ability to work in a fast-paced environment across multiple school sites.

Requirements

Master’s degree in appropriate field
Hold a valid Massachusetts Teaching License in appropriate content area
At least five years teaching experience working in a large urban district
Ability to build strong classroom environment and positive contribution to school culture
Experience as a lead teacher or school leader
Ability to analyze instruction and provide coaching and support to others to improve ability to support students
Strong pedagogical skills and are highly effective at coaching other adults.
Experience working effectively with marginalized students
Ability to review school based and individual student assessment data and respond with appropriately will whole school solutions or individual interventions
Excellent analytical, writing, editing and verbal communication skills
Demonstrate capability to work collaborative with a variety of stakeholders, such as school based staff, district staff, families, youth, community members and other essential partners
Deep knowledge and understanding of, and demonstrated ability to connect with the racial, linguistic and ethnic background of students and families served.
Ability to prioritize competing demands
Successful experience working in a team-oriented environment
Speak and write effectively
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
The position requires travel between BPS schools and central offices.
Availability for occasional before and/or after-school meetings designated in advance.

Nice To Haves

Bilingual or fluent in a high incidence language in BPS
School level Administrator’s license
Demonstrated experience implementing rigorous, standards-aligned, inclusive, culturally and linguistically sustaining instruction
Experience working with students with disabilities in inclusive settings.

Responsibilities

Support the implementation and monitoring of district-adopted literacy curriculum materials (Focus in grades K-2, Expeditionary Learning in grades 3-6, and StudySynch in grades 7-12) and pedagogical framework through coaching and evaluation including: 1) Performing lesson observations and providing specific and actionable feedback for improvement; 2) Vetting lesson plans and providing other curricular guidance as needed; 3) Modeling lessons for teachers; and 4) Assisting teachers with lesson and unit planning
Implement a professional development arc of learning that strategically grows teacher quality and leadership so that all students experience thoroughly planned units of study that broadens their understanding of the world around them
Support the establishment of strong tiered instruction through the effective enactment of standards-aligned, district supported curricula and on-going adjustments to practice based on evidence of student learning
Lead staff in unpacking these curricula through anti-bias screening tools, such as the 7 Forms of Bias
Support the effective and responsible use of data to identify additional tier two and three supports for students.
Support educators to effectively provide tier two and three supports to students to meet individual needs
Assist school teams in executing the school’s balanced assessment system to achieve the school’s improvement initiatives.
Providing leadership, professional development in instructional practices and coaching regarding support for English Language Learners and Special Needs Students
Review assessment data on a regular and ongoing basis to determine early risk indicators and interventions necessary for improving student achievement
Work with principal, site-based coaches and other BPS colleagues in the evaluation, modification, and development of quality school plans
Support events at the schools with families and community members that promote BPS literacy initiatives