Multilingual Instructional Coach (SY26-27)

Boston Public Schools•Boston, MA

1d•Onsite

About The Position

Boston Public Schools (BPS) is seeking exceptional and dynamic Multilingual Instructional Coaches (MIC) to support the new Office of Multilingual and Multicultural Education (OMME). This role shifts the office's focus from compliance to quality teaching and learning, aiming to ensure all multilingual learners feel a sense of belonging, joy for learning, and academic proficiency in their home language and English, ultimately graduating with the Seal of Biliteracy. The OMME centers a multicultural framework with a social justice lens to address systemic inequities faced by multilingual learners. MICs will work closely with bilingual coaches to serve students and drive change at the school level, reporting to the OMME Director and/or Executive Director. They will provide direct coaching and support to principals, instructional leadership teams, and teachers serving multilingual learners across various educational settings (SEI/SLIFE/Dual Language/Special Education/General Education). The role emphasizes increasing native language and biliteracy instructional goals, supporting the implementation of district programs, and building the necessary infrastructure for bilingual instructional models. MICs will also dedicate 10-20% of their time to professional development and learning with colleagues. They will act as catalysts for change, focusing on teaching and learning, increasing native language access, and supporting multilingual program schools and teachers. The district is committed to accelerating instructional change to prepare multilingual learners for future success. MICs will collaborate with central office departments and school leadership to ensure academic achievement and opportunity through high-quality implementation of materials, curriculum, and professional development in both English and native languages.

Requirements

Hold certification in ESL and/or Bilingual Education Endorsement at any grades.
At least 5 years of urban teaching experience, with a demonstrated history of teaching English learners or related coursework.
Skilled teacher with proven track record of highly effective teaching practices that demonstrate deep understanding of the content in planning, adjusting practice, and data.
Deep experience with co-teaching and co-planning with other educators.
Experience and demonstrated expertise as a teacher of relevant content and/or subjects.
Demonstrated success working with teachers and administrators as a coach, professional development provider, team leader, and/or facilitator.
Demonstrated cultural proficiency and ability to lead others in conversations of multilingual learner intersectional identity, race, and systems of power.
Knowledge of teaching content that centers counternarratives of marginalized immigrant communities and uplifts their intersections in our Boston community at large.
Ideally, the candidate has received formalized training on immigrants, refugees, race, and/or ethnic studies.
Uses methods of instruction to unlearn colonial mentality (internalized oppression) for self, teachers, and students and has knowledge of how to critique systems of power in texts, lessons, and units.
Has done substantial work on unpacking personal internalized racism (as a BIPOC) or internalized privilege (as a white ally) and sees themselves on a journey to continue that rather than at a destination or “competent” at it.
Evidence of and willingness to take action and change systems of belief and practice.
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Nice To Haves

Special education license, experience and/or expertise.
Language Assessment Team Facilitator experience.
Experience in a position leading EL instruction.
Demonstrated experience implementing rigorous, standards-aligned, inclusive, culturally and linguistically sustaining instruction.
Experience working with students with disabilities in inclusive settings.
Experience as a reading teacher or reading specialist.
Fluency in one of BPS' official languages: Spanish, Creole (Cabo Verdean), Kreyol (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

Responsibilities

Support the implementation and monitoring of district-adopted ESL and native language curriculum and materials with a multilingual and bilingual pedagogical framework through coaching and evaluation.
Create a K-12 standards-aligned scope and sequence for language instruction in ESL and native language classrooms.
Vet lesson plans and provide other curricular guidance as needed.
Develop and model units of study that are ethnically, culturally, and linguistically responsive.
Assist teachers with planning and implementation of model lessons and sound pedagogical approaches for multilingual learners.
Perform lesson observations and provide specific and actionable feedback for improvement to teachers, teacher teams, ILT, and school leaders.
Contract and/or work with partner vendors to lead development of instructional materials, resources, and professional learning.
Implement a professional development arc of learning that strategically grows teacher quality and leadership.
Serve as a liaison to School Superintendents to identify appropriate supports and strategically align coaching and development based on school’s readiness, needs assessment, and instructional focus.
Support in the development of new language programs with instructional models to ensure equity for multilingual learners across content learning and meet their needs (e.g., co-teaching models, rotation of groups for services, independent reading).
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.
Collaborate with Equitable Literacy Coaches, Transformation Coaches, and other District Coaches to ensure appropriate scaffolds and rigor for multilingual learners across content areas.
Provide coaching and support to all teachers of Multilingual learners across contents, programs, and classroom settings.
Lead staff in unpacking materials and 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 multilingual learners and provide strategic instructional direction for multilingual special population students (SLIFE/Newcomer/Over-age/ELWSD).
Support schools and educators to effectively provide tier two and three supports to students to meet individual needs.
Provide leadership, professional development in instructional practices, and coaching regarding support for multilingual learner students, including special population multilingual learners.
Review assessment data indicators on an ongoing basis to determine early risk indicators and interventions necessary for improving student outcomes.
Work with principals, site-based coaches, and other BPS colleagues in the evaluation, modification, and development of instructional focus and quality school plans to best serve the instruction of Multilingual learners.
Serve as a liaison between schools and the OMME Equity and Accountability team for programmatic challenges and/or compliance needs.
Collaborate with the OMME Special Populations Team on instructional models and programming needs such as appropriate materials, co-teaching, assistive technology, etc.
Work with Family specialists to provide leadership on instruction and teaching, as well as educative materials and professional learning to families/communities on Multilingual and Multicultural Education.
Support events at schools with families and community members that promote the benefits of instruction across various programs and in support of increasing bilingual and native language access.
Partner with the World Language department on the Heritage language program instructional model and support the World Language department with the Seal of Biliteracy initiative.
Form and manage curriculum writing teams, coordinate institutes, symposiums, conferences, and PLCs, and recruit teachers to attend PDs.
Coordinate and schedule all professional learning for staff/teachers related to Multilingual and Multicultural Education and OMME.
Share and/or lead in projects for selected elements of the multilingual curriculum and instruction responsibilities (e.g., native language support, assessment development, data gathering and analysis, professional development).
Perform additional responsibilities as requested by the OMME Director, Executive Director, and/or Assistant Superintendent.