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This position is an anticipated vacancy. It is expected to be vacant by 08/23/2024 However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year. REPORTS TO: Director of BPS Teacher Pipeline Programs Terms: BTU - (On or about) Aug. 12th - June 12th. The work year for a full-time BPS Bilingual Educator/Aspiring Community to Teacher (BE/ACTT) Coach will be 183 days, an additional 18 hours per year, and an additional 2.5 hours per week, 5% differential for additional time worked. The Boston Public Schools Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. As the birthplace of America’s public education system, BPS has a long, rich tradition and commitment to education. We are a leader in urban education. BPS has been recognized nationally for programs and initiatives such as universal preschool, early childhood education, equitable school-based funding formula, and policy specifically focused on creating greater racial equity to name a few. Boston Public Schools is committed to transforming the lives of all children through exemplary teaching in a world-class system of innovative, welcoming schools. We partner with the community, families, and students to develop in every learner the knowledge, skill, and character to excel in college, career, and life. The Office of Human Capital & Recruitment, Cultivation and Diversity Programs Recruitment, Cultivation & Diversity Programs (RCD) resides in the Office of Human Capital. This is a division of the Office of the Superintendent to ensure that the district places the elimination of disparities, particularly racial disparities, at the center of all of our instructional and operational work. Recruitment, Cultivation & Diversity Programs (RCD) combines cultivation, pipeline development, and diversity programs to better support candidates and employees throughout their careers. RCD is committed to developing, preparing and retaining a racially, ethnically, culturally, and linguistically diverse group of highly effective and culturally proficient teachers and staff members every year. We continue to focus our efforts on three key “levers” for our work: 1) Recruit and Develop employees 2) Cultivation 3) and Retain employees. These levers remain at the center of our strategy for mitigating teacher attrition and sustaining the retention of our teachers of color. Mission & Goals of Boston Public Schools Teacher Pipeline Programs (BPS TPP) Boston Public School’s Teacher Pipeline Programs (BPS TPP) are part of the larger strategy of the Recruitment, Cultivation and Diversity Programs in the Office of Human Capital to address the demand for highly qualified, equity-minded and racially literate teachers for Boston’s classrooms. Our core belief is that the next generation of Boston’s teachers are in the schools, homes, and communities of Boston right now. This permeates all the work we do. Our teacher preparation programs are unique: we are among the few nationally and certainly the state’s only locally-embedded, state-approved, multigenerational, “grow your own '' educator preparation programs. The overarching mission of the BPS TPP is to support racially, linguistically and culturally diverse teachers by providing a coherent and comprehensive pathway from paraeducator to professional teacher. Keeping students at the center of our work, we aim to cultivate teachers who empower young people to be change agents for the city’s communities. This is work we know can happen in classrooms where teachers are committed, responsive, and reflective of the students and their various cultures, heritages, backgrounds and languages. In the summer of 2025, we will expand our program by launching a federally-funded Master’s in Inclusive Education program, which will cultivate bilingual and multilingual paraeducators to become BPS educators in inclusive classrooms. In short, there are three overarching goals of the BPS Teacher Pipeline Programs: develop and sustain an affordable pathway to an advanced degree for BPS teachers of color; increase the number of BPS teachers who reflect the linguistic, racial, and ethnic diversity of Boston’s students through an accessible pathway and supportive programming, and improve the ability and agency of BPS teachers to center race and racism through culturally affirming pedagogy and practice BPSTPP’s core belief is that the next generation of Boston’s teachers are in the schools and in the communities of Boston right now permeates all of the work we do. Position Overview The BE/ACTT Aspiring Teacher Coach is responsible for creating a coherent, innovative and comprehensive strategy to design, create, coordinate, and implement a holistic approach to support a diverse group of aspiring teachers of color that are seeking licensure and employment in the Boston Public Schools. A key component of this role is to facilitate what we refer to as “wrap-around support” for each of our candidates. Wrap-around support, a strengths-based intervention, in general refers to a team of professionals who work together to create, implement and monitor a plan of support that is individualized and intensive and that honors the academic, emotional, social, cultural and linguistic needs of each candidate. In addition, the BE/ACTT Aspiring Teacher Coach is dually responsible for liaising with the M.Ed. staff, who will be recruiting master’s residents from the BE/ACTT for the following year’s Master’s program. Responsibilities - Required The Aspiring Teacher Coach, first and foremost a teacher educator, assumes a number of roles, all important and potentially critical in affecting an educator’s future. These roles relate in a major way to academic preparation and planning but they also extend to mental health, interpersonal relations, social adjustment, career planning, and work adjustment. In performing these varied roles, the professional commitment of the BPS Aspiring Teacher Coach is directed at promoting the fullest development of each individual aspiring teacher of color. The role and responsibilities of the ATC during the school year progress through three different stages. Intake and Assess Assesses aspiring educator’s content in collaboration with the Director of Teacher Pipeline Programs and the Managing Director of the RCD Assesses social-emotional, time-management, growth mindset, and self-care needs of each BE/ACTT candidate Creates a Provisional License Completion plan based on assessments and conferences with the BE/ACTT candidate to map out MTELs and professional development needed by the aspiring teacher to successfully transition into classroom teaching and/or initial license programming and the BPS Teaching Fellowship or the M.Ed. in Inclusive Education with Bilingual Education Endorsement. Professional Development Coordinate with other teacher training/professional development programs and initiatives to support teachers as appropriate. Collaborates with BPS pipeline and teacher training programs to provide professional development around a variety of topics: licensure support and guidance, racial equity in education, and self-care as social justice. Participate in professional development focused on building the Aspiring Teacher Coach’s mentoring and leadership skills and knowledge. Professional development sessions may occur during or outside the traditional school calendar. Actively contribute to the support of overall program goals by building personal leadership capacity and assuming leadership responsibilities as appropriate. Actively develop and enhance curriculum, programming and structures to align with the overall mission of the BPS TPP as well as the accreditation requires of our partner institute of higher education, Stonehill College Coaching/Progress Monitoring Teach Saturday Sessions from October-May that are centered on racial literacy, anti oppressive teaching practices, creating safe classroom cultures and environments, and connecting theory with practice Ensure that each BE/ACTT candidate develops a strong Hiring Portfolio over the course of the year Coordinate and facilitate a community of practice of content methods teachers, who will teach a content methods course that meets weekly, October-May Contribute to district initiatives to improve instruction, including instructor quality and curricular knowledge. Coach aspiring teachers in reflecting on their learning, classroom teaching preparation & readiness, growth mindset, study habits, accountability, perseverance, and self-care. Maintain and submit documentation of work with each aspiring teacher. This may include, but is not limited to: Interaction logs detailing mentor support Quarterly Check In Meeting Logs with aspiring educators Video or photos of educator work and feedback Accelerate the development of aspiring educators by proactively managing their Provisional License Completion plan until their license is cleared through regularly scheduled conferences Provide on-site, phone, text, and email support (office hours) to aspiring teachers using a variety of support strategies focused on the aspiring and or beginning teacher’s needs. Such support and strategies include, but are not limited to: Regularly conferring with aspiring teachers to reflect on learning, and to analyze their practice. Helping Pipeline Programming to plan, participate in, and facilitate exemplary teacher observations for beginning teachers that support their pedagogical and content development. Assisting aspiring and beginning teachers to identify instructional resources, additional support and appropriate professional development in their school community as well as the district. Helping aspiring and beginning teachers develop and periodically reflect on professional teaching goals using the Massachusetts Teaching Standards and the BPS Interactive Rubric. Analyze participant progress and determine trends that exemplify program impact with MTEL Coordinator Transitioning and Completing Collaborate with BPSTF Teaching Specialists to analyze data on aspiring teacher’s learning of instructional content, classroom teaching readiness, accountability, perseverance, and growth mindset using the Aspiring Educator Rubric. Collaborate with M.Ed. Specialist, M.Ed. Project Manager and Director of Teacher Pipeline Programs to ensure prospective M.Ed. students (who will be current BE/ACTT candidates) are receiving the support they need to prepare to become M.Ed. students and teaching residents in the following year Collaborate with Stonehill faculty to ensure coursework alignment with the M.Ed. in Inclusive Education Work with the Director of Recruitment and Recruitment Managers to get completers hired into the BPS as first year educators. Support the selection of provisional teachers to advance to the BPSTF for initial licensure. Promote the development of professional learning practices and a professional learning community to aid in the transition to the classroom. Program Development/Program Management Ensures that we have the programming in place to support each BE/ACTT candidate getting hired in the BPS the following year Support the MTEL Specialists to ensure all candidates receive proper preparation for the Communications and Literacy Skills MTEL Manage email requests for courses, MTEL and licensure questions for BPS, BPSTF, ACTT Communicate with all participants about BPS MTEL Policies and Procedures Work directly with the Director of Teacher Pipelines to ensure cohesive programming and curriculum between the BE/ACTT Qualifications- Required 8+ years as a classroom teacher, preferably in an urban setting Master Degree - Education Professional Teacher License in Special Education and/or ESL SEI Endorsement Prior new teacher coaching experience Prior experience as a teacher educator 8+ years of progressive leadership experience designing, implementing and sustaining, equity, racial justice, and inclusion initiatives in a complex matrix organization. School-based curriculum and instructional leadership experience Knowledge and expertise about Massachusetts DESE licensure process (*Including expired licenses and waivers) Experience planning, organizing, and facilitating professional learning settings Experience and knowledge with data analysis, evaluation, and feedback systems Demonstrate commitment to diversity, closing the achievement and opportunity gap, and ensuring all students have access to the highest quality instruction Possess a mastery of pedagogical and subject matter skills Strong interpersonal skills, ability to work effectively with a team, fostering collaboration and growth Experience facilitating and building trusting, confidential, non-evaluative, and professional relationships with adult learners/aspiring teachers of color Establish and maintain a trusting professional relationship with each aspiring teacher. Willingness to help aspiring and novice teachers identify their progress against standards for teaching proficiency, by engaging in non-evaluative conversations about their practice, using evidence of classroom practice and student learning Willingness to accommodate the scheduling needs of aspiring teachers Current authorization to work in the United States - Candidates must have such authorization by their first day of employment Qualifications-Preferred Bilingual Education Endorsement Bilingual and/or biliterate Data evaluation and analysis experience Instructional coaching experience Teacher educator experience (at the school-based or university-based level) Terms: BTU + 5% Please refer to www.bostonpublicschools.org/ohc http://www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work. " />

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BPS/ACTT Aspiring Teacher Coach (Anticipated Vacancy) (SY24-25)

Job Description

Primary Location Central Office - Human Capital

Salary Range 1.0 FTE

Shift Type Central Office

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