Educator Supports Program Consulting Teacher; SY

Reports To: Director of Evaluation and Performance Management o/b/o Educator Supports Program Panel

The Educator Supports Program (ESP) is a collaboration between the Boston Public Schools and the Boston Teachers Union, which strengthens teaching and learning by providing support to veteran educators who are struggling with some element of their practice, and by providing leadership roles to a rotating cadre of teachers.

The mission of the Educator Supports Program is to strengthen student learning and teacher performance through coaching and/or evaluation that feels fair, transparent, and humane for all stakeholders. We accomplish this through two main support options:
Peer Assistance (PA) and Peer Assistance & Review (PAR). The ESP is a voluntary program that provides formal and informal, evaluative and non-evaluative coaching to a caseload of up to 12 educators per Consulting Teacher. Consulting Teachers work with each of their participating teachers to identify areas of improvement, develop specific performance goals, support and monitor progress, collect evidence, and provide non-evaluative feedback or produce performance evaluations, depending on which services are engaged.

TheESP seeks great candidates who reflect the cultural and linguistic diversity of our students. By supporting our educators, we intend to close opportunity and achievement gaps, ensure high quality schools in every neighborhood, and produce graduates who are ready for college and career.

Note:

Following the BTU-BPS Collective Bargaining Agreement, CTs must be hired from the ranks of permanent teachers and may serve in the position for no more than 4 years. Aft er that time, the CT will have a right to return to a position in their program area. Also, u pon leaving a position as a CT, no BTU member may take a position as an administrator in the Boston Public Schools for one year.

• Serving as a coach/mentor for all teachers on their caseload. This could include:
• Strictly non-evaluative coaching for teachers enrolled in Peer Assistance services
• Maintaining a trusting and professional relationship with teachers
• Providing regular feedback on lessons
• Co-teaching, modeling, co-planning
• Reviewing IEPs, student work and other data
• Identifying peer models and facilitating opportunities for peer observation
• Identifying professional development and other resources
• Goal-setting, counseling and other individualized support as needed
• Aligning recommended improvements to Educator rubrics, plans, and prescriptions
• Serving as the primary evaluator for teachers on their caseload receiving PAR services. This includes:
• Items enumerated under (1) above, and
• Observing teachers and posting observations on the online evaluation platform. In most cases, this should include at least one (1) announced and at least four (4) unannounced observations during an evaluation cycle
• Completing a formative assessment for each teacher
• Completing a summative evaluation recommendation for each teacher
• Presenting evidence and rating recommendations to the ESP Panel, who will determine final evaluation ratings
• Serving as an informal coach-consultant in cases where support is requested but the teacher is not eligible for formal PA or PAR services
• Communicating regularly with administrator(s), site-based coaches, the ESP Panel, and other stakeholders
• Documenting collaborative work with the participating teacher
• Maintaining confidentiality between participating teacher, the ESP Panel and the administrator(s)
• Conducting intake meetings with educators to explain the program before enrollment
• Performing other duties as determined by the CT and the ESP Panel. In the past, these duties have included:
• Helping to administer the ESP Program and co-facilitating ESP Panel meetings
• Co-Administering the ESP website
• Leading professional development sessions for teachers, administrators, and/or coaches
• Promoting theESP through personal appearances, information sessions, and promotional writings (BTU newspaper and email bulletins)
• Serving on district-wide committees

• Must be current permanent BTU Educator in Boston Public Schools with at least ten years teaching experience
• Valid Massachusetts teachers license
• Masters Degree
• Demonstrated commitment to diversity, ensuring all students access to the highest quality instruction, and closing the achievement gap
• Mastery of pedagogical and subject matter skills
• Demonstrated expertise in implementing standards-based instruction
• Strong interpersonal and oral and written communication skills
• Knowledge and experience working effectively with adult learners
• Demonstrated commitment to professional growth, reflection and continual learning
• Comfort working in an evolving program
• Ability to travel between multiple school sites
• Ability to attend monthly evening meetings of the ESP Panel (Typically, these are held on the first Monday of every month during the school year)
• Demonstrated knowledge and understanding of the relationships among…