The Office of English Language Learners (OELL) is committed to ensure our students will acquire 21st century bi-literacy skills and cross-disciplinary knowledge required to succeed in college and/or careers. OELL also monitors and provides guidance and support to schools and central administration to ensure that legal compliance is in place to ensure equitable access to services and programming pertaining to English learners (ELs) congruent with current research and the BPS vision, mission, and goals.
General Description & Goals:
This position will support the work of the Office of English Language Learners in expanding the capacity of our current supports to Dual Language, SLIFE, English Learners with Disabilities, and English Learning curriculum and instructional supports. The goal is to Increase the English proficiency and academic achievement of ELs by providing high-quality, innovative, and scientifically-based professional development to classroom teachers, principals, administrators, and other school or community-based organization personnel, that is designed to enhance the ability of such staff members to support in expanding and/or enhancing existing language and content instruction to better service the targeted student population. The individual in this role will be expected to provide one-on-one consultation and school based professional development in the areas of second language acquisition, literacy, and adaptation of instructional materials.
- Needs Assessment: Conduct quarterly review of instructional program needs in the BPS English learner programs in collaboration with District program leaders.
- Professional Development: Work with teachers in programs for English learner staff in creating adult learning opportunities, which will include: literacy development in native language, literacy development in second language, instructional strategies for ELs, use of data to plan effective instruction, and other topics based on staff needs for support.
- Instructional Planning and Implementation: As a function of the role, the individual will need to be able to utilize Massachusetts frameworks, ESL curriculum and WIDA standards, in planning and delivering services related to ELs and to demonstrate cultural proficiency, use effective and culturally relevant instructional practices.
- Data Analysis and Progress Monitoring: Integrate various data sets of student performance measures for language and content to produce meaningful supports and interventions for schools that are serving ELs. Use a variety of assessment tools and strategies to gather data to monitor studentmastery of ESL and instructional content, and to assess the comparative performance of subgroups within the classroom across district’s programs.
- Partner with OELL PD Coordinator to maintain accurate records of all professional development activities.
- Research and support schools in identifying quality resources that can be shared.
- Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building on the strengths that students bring to the teaching/learning process and closing the achievement gap between subgroups within the school.
- Professionalism: Model professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multi-lingual, multi-cultural, and economically diverse community.
- Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.
- Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with colleagues, monitor personal and professional growth, and pursue professional development in needed areas.
- Perform other tasks as requested by the Assistant Superintendent for English Language Learners
- Hold a Massachusetts Teaching License in ESL/ELL field at the appropriate grade level
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified
- Ability to meet the Dimensions of Effective Teaching established by the Boston Public Schools
- Knowledge of content and literacy development (preferable related to Dual Language, SLIFE and ELWD)
- Minimum 5 years teaching experience
- Ability to work independently and in team teaching situations
- Experience developing and delivering professional development
- Excellent organizational and writing skills
- Experience interpreting data to plan instruction
- Second Language Proficiency in Spanish, Haitian Kreyol, Chinese (Mandarin or Cantonese), Vietnamese, Cape Verdean Creole, Portuguese or Somali
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
- Masters Degree in ESL, AppliedLinguistics or related field
- Qualified ACCESS administrator status
- Experience as Coach, Lead Teacher or Mentor
- Endorsement in Transitional Bilingual Education or certification in Transitional bi-lingual educationpreferred
- Experience in urban school setting