Educator Supports Program Consulting Teacher; SY

REPORTS TO:

Director of Evaluation and Performance Management and the Educator Supports Program Panel

ACADEMIC/NON-ACADEMIC:
Academic

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 educators who are working to improve some element of their practice, and by providing leadership roles to a rotating cadre of educators. The mission of the ESP 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 educators per Consulting Teacher. Consulting Teachers work with each participating educator 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.

The Educator Supports Program 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:

According to 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. After that time, the CT will have a right to return to a position in their program area. Also, upon leaving a position as a CT, no BTU member may take a position as an administrator in the Boston Public Schools for one year.

Consulting teacher responsibilities include:

• Serving as a coach/mentor for educators on their caseload, regardless of grade-level, content area, or specialization. This could include:
• Strictly non-evaluative coaching for educators enrolled in Peer Assistance services
• Maintaining a trusting and professional relationship with educators
• Observing and providing regular feedback on practice
• Co-teaching, modeling, co-planning
• Reviewing and analyzing IEPs, student work, and 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 feedback to Educator rubrics, plans, and prescriptions
• Collaborating with a team of Consulting Teachers
• Serving as the primary evaluator for educators on their caseload receiving PAR services. This includes:
• Items (b) through (i) above, and
• Observing educators and posting observations on the online evaluation platform. In most cases, this should include at least 1 announced and at least 4 unannounced observations during an evaluation cycle
• Completing a formative assessment for each educator
• Completing a summative evaluation recommendation for each educator
• 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 educator 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 educator
• Maintaining confidentiality
• 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 educators, administrators, and/or coaches
• Promoting the Educator Supports Program through personal appearances, information sessions, and promotional writings (BTU newspaper and email bulletins)
• Serving on district-wide committees
• Collecting and maintaining program data

• 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…