Program Developer, Early Childhood [BASAS 9] (SY26-27)

Boston Public Schools•Boston, MA

1d•Onsite

About The Position

The Early Childhood Program Developer collaborates to create an aligned and equitable PreK-2nd Grade learning experience for all Boston PreK and Boston Public School students, with a focus on outcomes for Black and Latinx children, multilingual learners, and children with disabilities. The Program Developer supports schools to implement and integrate equitable early literacy instruction across all content areas, including foundational skill development and conceptual knowledge and language development, with an emphasis on improving literacy outcomes for children. Responsibilities will include job-embedded coaching as well as designing and facilitating professional development for teachers, paraprofessionals, and instructional leaders to realize an equitable early literacy framework grounded in the district’s high-quality instructional materials. As a member of the Department of Early Childhood, the Program Developer will participate in a variety of other department endeavors and initiatives as needed.

Requirements

At least five years successful teaching experience, two of which must have been in grades K0 through 3rd as a classroom teacher
Master's degree in education (Early Childhood, Reading, ELA, ESL, or Special Education)
Appropriate Massachusetts licensure including valid MA teaching licensure with SEI endorsement and Supervisor/Director license in Early Childhood
Training in LETRS, Orton Gillingham, or another program accredited by IDA (International Dyslexia Association)
Deep knowledge of early childhood and early elementary pedagogy
Expansive knowledge of current early literacy research and application aligned with the science of reading and culturally responsive pedagogy
Experience in the design, implementation, and evaluation of high-quality, differentiated professional development, as a coach or teacher-leader
Facility with technology (i.e., Google Drive and documents, online management system, electronic presentation, word, processing, website management or development)
Ability to communicate effectively, both orally and in writing
Experience analyzing and interpreting data and with data-informed planning and decision-making
Strong organizational skills and efficiency in meeting deadlines
Excellent interpersonal skills and the ability to work with diverse groups of people: the ability to observe and listen without judgment, to work collaboratively on shared projects, and to give and receive feedback productively
Willingness to embrace opportunities for growth and to refine professional practice

Nice To Haves

Proficiency in any or several of the following languages: Spanish, Haitian Creole, Cape Verdean Creole, Chinese, Vietnamese, Portuguese, Somali
Advanced certificate or masters degree as a Reading Specialist
Certification (vs. training only) in Orton Gillingham or another program accredited by IDA (International Dyslexia Association)
Experience in special education and providing high-quality instruction to children with disabilities
Experience working across education settings in any or several of the following settings: Community-based, Public Schools, Family Child Care, Charter.
Experience coaching adults in literacy instructional practices

Responsibilities

Develop the capacity of school-based leadership teams and teacher leaders to drive equitable early literacy professional learning and coaching at school sites.
Co-design, facilitate and manage professional learning sessions—both school-based and district wide—to support culturally sustaining and inclusive implementation of district literacy curricula, namely the Focus on Early Learning Pre-K–2nd curricula.
Leverage high quality instructional materials and evidence-based pedagogical frameworks to support educators to implement equitable and inclusive instructional practices, and to: support data-driven collaborative lesson and unit planning focused on the experiences and outcomes of multilingual learners and children with disabilities; facilitate reflective practice with educators and leverage a variety of coaching methods, including but not limited to co-teaching, modeling instructional moves, providing real-time feedback, pre- and post-lesson debriefs, and video-coaching; use knowledge of district-level literacy screeners as well as progress monitoring tools to support educators with data-informed foundational literacy planning and instruction; facilitate and support professional learning communities of educators and instructional leaders; and collaborate across central office departments to ensure a cohesive instructional experience for learners in the early childhood grades (prek-2nd).
Support schools in maintaining state and national quality standards
Contribute to the creation of curriculum materials, specific to literacy content and to pre-k to 2nd, that align to the BPS vision for equitable instruction, reflect UDL design principles, and specifically address the learning assets and needs of multilingual learners.
Build partnerships with community stakeholders such as BPS early childhood families and teacher preparation programs.
Demonstrate adaptive leadership qualities and a commitment to anti-racist practices.
Contribute to the implementation of a district-wide strategy for a multi-tiered system of support (MTSS) for literacy.
Contribute to developing and implementing a professional learning and coaching strategy for the Department of Early Childhood.
Create and monitor a work plan with goals, resources and action steps.