Lead Teacher, English Language Arts

Cambridge Public Schools•Cambridge, MA

1d•Onsite

About The Position

Cambridge is a vibrant, diverse city and a central hub of the nation’s innovative economy. The Cambridge Public Schools (CPS) educates approximately 7,000 students preK–12+, with diverse and dedicated faculty, cutting-edge technology, and innovative programs. CPS school communities share a vision of rigorous, joyful, and culturally responsive learning, embracing linguistic and cultural diversity with over 30% of students speaking a language other than English at home and more than 70 languages represented. Lead Teachers are district leaders and content-specific experts responsible for ensuring common, research-based, and culturally responsive instructional practices are consistently implemented throughout the district. They partner with colleagues to lead, support, and evaluate curriculum, assessments, instruction, coaching, intervention, and professional learning focused on specific grades. They engage stakeholders in achieving district and department goals through communication, resource development, progress monitoring, and individualized school-based support. They are data-driven, organized, strategic thinkers committed to establishing systems and structures for equitable and sustained student outcomes.

Requirements

5+ years of teaching, coaching, or related experience
Proven success in raising student outcomes in an urban classroom and community setting.
Prior coaching, curriculum development, or content-specific leadership experience.
Elementary literacy expertise, including deep understanding of the science of reading and writing.
Deep understanding of culturally and linguistically sustaining practices.
Strong knowledge of MA State standards and assessments.
Expertise in current, research-proven MTSS and literacy intervention practices.
Develop and refine materials, supports and approaches to meet the needs of specialized programs and environments, including: Montessori, Dual-Language, SEI, and special-education classrooms.
Strong technology skills, including fluency with Google Suite Applications (Google: Docs, Slides, Forms, Sheets, Calendar, Gmail)
A belief in the ability of all students to achieve high academic outcomes, including students with disabilities and multilingual learners.
Proven leadership, project-management, and organizational skills, including the ability to effectively collaborate with diverse stakeholders (educators, administrators, caretakers, community partners).
Ability to take initiative, pivot, and problem-solve to ensure the ongoing success of department goals and initiatives.
Strong interpersonal and collaboration skills.
Ability to engage in self-reflection and to provide timely, high-leverage, and actionable feedback to others.
Massachusetts teacher or administrator licensure, including 1 or more of the following: Reading (All Levels), Early Childhood K-2, or Elementary 1-6.
Bachelor’s degree from an accredited college or university.

Nice To Haves

Master’s degree or higher from an accredited college or university.
Fluency in dominant languages within our district: Spanish, Haitian Creole, Amharic, Arabic, Bengali, and Portuguese.

Responsibilities

Development, implementation and review of districtwide ELA systems, resources, curriculum, and professional learning that ensure alignment of rigorous, research-based, and culturally responsive instruction.
Ongoing team, department, and professional learning opportunities to ensure classroom teachers, interventionists, and school-based coaches have deep, shared knowledge of evidence-based, data-driven practices and instructional priorities.
Ongoing internal and external communication related to curriculum, assessment, instruction, and content-specific resources and opportunities.
Preparation of reports and presentations related to the evaluation of program effectiveness, student outcomes, and progress toward department goals and initiatives for internal and/or external stakeholders.
Collaboration with core academic departments (Science, History/S.S., Mathematics, ELA/Literacy), school leaders, and district offices (Family Engagement, Special Education, Multilingual Learners, Research & Assessment, Equity/Inclusion/Belonging, etc.) to support districtwide cohesion and alignment.
Evaluate and support assigned building-based coaches, interventionists, and/or educators in developing, implementing, and monitoring progress towards goals (through observation, feedback, and professional learning).
Represent the department in a variety of forums, as requested, to support content-specific initiatives and events, including school, district, and family events beyond school hours.
In partnership with the Office of Research and Assessment (REA) and the Office of Student Services (OSS), provide support to school-based teams in effectively implementing MTSS systems, screeners, diagnostics, and tiered interventions to accelerate student progress and close opportunity gaps.
Support the content and logistics of vacation and summer learning opportunities.
Other duties as assigned.