Teacher - Dual Language [Spanish] Elementary, Gr. 4 (Bilingual Education Endorsement Required) [...]

This position is located in a Spanish/English dual language school, so candidates must be bilingual and bi‑literate in Spanish . An English as a Second Language license at the appropriate level is highly preferred. Boston Public Schools seeks an exceptional Dual Language Spanish/Elementary Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to a vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. Reports to: Principal/Head of School Responsibilities Teach: Elementary in a Dual Language Setting Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas. Implement district learning goals and objectives using district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan. Create a developmentally appropriate, child‑centered environment that establishes positive student behavioural expectations conducive to all learners' needs through structured routines, and positive behavioural interventions. Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum. Administer district mid‑year and end‑of‑year assessments in accordance with district guidelines. Accountability for Student Achievement 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, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort. Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks. Passionate and optimistic about their students, their content, and the teaching profession. Communicating Content Knowledge Communicating Content Knowledge (I‑A‑1. Subject Matter Knowledge, I‑A‑4. Well‑Structured Lessons) Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires. Demonstrates understanding of how the subject matter applies in real‑world settings and connects to other content areas and relevant standards. Can convey content in creative and engaging ways that align to standards. Equitable & Effective Instruction Equitable & Effective Instruction (II‑A‑3. Meeting Diverse Needs, II‑A‑2. Student Engagement, II‑B‑1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work. Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation. Builds a productive learning environment where every student participates and is valued as part of the class community. Cultural Proficiency Cultural Proficiency (II‑C‑1. Respects Differences, II‑C‑2. Maintains a Respectful Environment) Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement Parent/Family Engagement (III‑A‑1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning. Professional Reflection & Collaboration Professional Reflection & Collaboration (IV‑A‑1. Reflective Practice, IV‑C‑1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development. Seeks to participate in and contribute to a collaborative adult learning community. Qualifications - Required Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in Elementary 1‑6. Hold a Bilingual Education Endorsement. Please note, a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement issued by the Department shall be deemed the equivalent of the Bilingual Education 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. Dual certification in ESL. Additional certification in Moderate Disabilities. Degree in Education. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)). Terms BTU, Group I Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy‑related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias‑based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at View email address on click.appcast.io. #J-18808-Ljbffr Boston Public Schools