Teacher - Reading Specialist FTE​/Resource FTE , K0-2; SY

Position: Teacher - [Reading Specialist 0.8 FTE] / [Resource 0.2 FTE], K0-2 (SY26-27)

Reports to:

Principal/Head of School

Responsibilities

• Teach Reading

Core Competencies 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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth and understanding.
• Effectively analyzes assessment data, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate, and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students.

Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)

• Actively creates and maintains an environment that respects students’ diverse backgrounds, identities, strengths, and challenges.

Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

• Engages with families and builds collaborative, respectful relationships with them in the service of student learning.
• Deep knowledge and understanding of and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

• Regularly reflect on practice, seek and respond to feedback, and demonstrate self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and plan appropriate classroom or school interventions.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Qualifications - Required

• Qualifications - Required
• Education:
  
  Hold a Bachelor’s degree.
• Hold a valid Massachusetts Teaching License in Reading at the appropriate grade-level AND Moderate Disabilities license; and SEI 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 Boston Public Schools as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications - Preferred

• Experience teaching in urban schools.
• Certified in a Research-Based Reading Program
• Degree in English or related field.
• BPS values linguistic diversity and believes candidates who speak another language add value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates fluent in one of BPS's official languages:
  Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese,…