Teacher - SLIFE Native Literacy Elementary [Spanish] (Bilingual Education Endorsement Required) (SY26-27)

Boston Public Schools • Boston, MA

14h

About The Position

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE) . This position is a Native Literacy teaching position, meaning candidates must be bilingual and bi-literate in SPANISH and hold licensure in the appropriate content area. In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students receive intensive literacy instruction in the native language, and age-appropriate core content instruction in the native language. Reports to: Principal/Head of School Responsibilities Teach: Elementary in a SLIFE Native Literacy setting Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas. Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan. Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions. Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum Administer district mid-year and end-of-year assessments in accordance with district guidelines. Core Competencies : Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess: 1. Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession 2. Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards Can convey content in creative and engaging ways that align to standards 3. Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community 4. Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected 5. Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning 6. Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community.

Requirements

• Hold a Bachelor’s degree.
• Hold a Massachusetts Teaching License in Elementary 1-6.
• Be bilingual and bi-literate in SPANISH.
• Hold a Bilingual Education Endorsement in SPANISH.
• Please note, a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the department of education shall be deemed the equivalent of the Bilingual Education Endorsement.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by the BPS as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Nice To Haves

• Experience teaching in urban schools.
• Hold a degree in Education.
• BPS values linguistic diversity and believe that candidates who speak another language bring added value to the classroom, school, and district culture and diversity.
• BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).

Responsibilities

• Teach: Elementary in a SLIFE Native Literacy setting
• Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas.
• Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.

What This Job Offers

• Job Type: Full-time