5th Quarter Middle/ High School Course Recovery - ELA/ESL Math Teacher (Summer 2026)

THIS IS A SUMMER SCHOOL POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY

PROGRAM DESCRIPTION:

The 5th Quarter program is committed to providing equitable access to high-quality academic and enrichment opportunities for Boston students during the summer, prioritizing expanded learning for those who benefit most from additional learning time. The program leverages the city’s resources as an extended classroom to create engaging experiences that strengthen school connectedness, support social and emotional development, and prevent summer learning loss while promoting academic growth. To meet diverse learning needs, including those of multilingual learners, instruction is designed using culturally and linguistically responsive and evidence-based practices. Together, these efforts strengthen academic progress, advance academic language development for multilingual learners, and deepen students’ connection to school and future learning.

REPORTS TO

Position reports to the program’s Site Coordinator, who works in close collaboration with the BPS Office of Multilingual Multicultural Education (OMME) and BPS Office of Expanded Learning Opportunities (ELO). When you are hired to work at the 5th Quarter Middle/ High School Course Recovery program, you are committing to the entire duration of the program. This means that your assignment may involve working at different sites, as staffing needs arise. Flexibility in location is an essential requirement of the position, should you be the successful candidate for this position and accept the job offer, you agree to be available for reassignment to various sites as needed throughout the program.

PROGRAM SCHEDULE

Dates: July 6th-August 7th Hours: 4 hours/day for 20 days of programming The in-person instructional hours for students in the 5th Quarter Middle/High School Credit Recovery Program may vary slightly by program.

RESPONSIBILITIES

The 5th Quarter Middle/High School Credit Recovery ELA/ESL Math Teacher is responsible for planning, implementing, and assessing high-quality, engaging academic programming that supports access and success within a linguistically responsive learning environment. Teachers deliver up to 4 hours per program day of standards-aligned instruction to support credit-bearing or credit-recovery courses, while reinforcing academic language development that enables demonstration of mastery of grade-level content. Responsibilities include: Deliver 4 hours of daily instruction in high school credit recovery courses, including ESL, Math, ELA, and other core subject areas, while supporting multilingual learners’ academic language development. Design and implement rigorous credit recovery lessons and learning activities using district summer curriculum resources, differentiating instruction to meet diverse student needs. Use the WIDA English Language Development Standards Framework, along with other research-based instructional frameworks, to guide practices aligned with multilingual learners’ Service Delivery Determination (SDD) levels. Use informal and formative summer assessments to guide instructional decisions for all students, ensuring instruction aligns with Individualized Learning Plans (ILPs) when relevant. Collaborate with site coordinators to support required program assessment processes, including but not limited to APT observations and SAYO-T/SAYO-Y surveys when applicable. Establish and maintain a safe, respectful, and productive classroom environment through effective classroom management and culturally and linguistically sustaining practices. Work with site coordinators and program staff to maintain accurate attendance and progress records and support academic and social-emotional goals. Care for and manage instructional materials and classroom resources. Participate in all scheduled professional development sessions.

CORE COMPETENCIES

Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: Accountability for Student Achievement Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort. Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks. Display passion and optimism about students, content, and the teaching profession. Communicating Content Knowledge Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires. Demonstrate understanding of how subject matter applies in real-world settings and connects to other content areas and relevant standards. Convey content in creative and engaging ways that align to standards. Equitable & Effective Instruction Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work. Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation. Build a productive learning environment where every student participates and is valued as part of the class community. Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. Engage with families and build collaborative, respectful relationships in service of student learning. Regularly reflect on practice, seek and respond to feedback, and demonstrate self awareness and commitment to continuous learning and development. Participate in and contribute to a collaborative adult learning community.

QUALIFICATIONS - REQUIRED

Bachelor’s degree. Massachusetts teaching license in the appropriate area. Holds a valid Massachusetts DESE ESL Licensure and/or SEI endorsement At least 1 year of formal teaching experience. Willing to explore student learning in a non-traditional setting and connect student learning through project-based, experiential learning. Experience with working with a diverse population of students, especially historically marginalized student groups, such as Black and brown students, students with disabilities, and English Language Learners. A fierce commitment to equity. An understanding and commitment to the implementation of the district’s Culturally and Linguistically Sustaining Practices (CLSP) framework. Willing to work in close collaboration with a non-profit with shared goals in a student centered, school-aligned, results-focused initiative. Demonstrated ability to meet the Core Competencies 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

Current teacher in the Boston Public Schools. Experience working in a BPS summer learning program. 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. Specialization and/or licensure in Special Education and/or English as a Second Language Required for Application Resume Cover Letter - please include a detailed cover letter that includes your qualifications for the position and your preferred program site if applicable Reference/recommendation Letter from a 5th Quarter school leader or program director

TERMS

Hourly rate of $54/hr. The individual who is hired to this position agrees to the 2026 BPS Summer Employment Terms. See BPS terms of employment for stipend dissemination guidelines. Program staffing is contingent upon student enrollment. Enrollment changes close to the program start date or during the early days of programming may result in reassignment to another 5th Quarter Middle/High School Credit Recovery program site or affect position availability, including after an offer has been made. The individual who is hired to this position consents to electronic sign-in procedures on site, that is retained by BPS exclusively for audit and sign-in verification (payroll). Failure to report to work on a given day of instructional time will result in a loss of pay for that day. Site-specific job requirements, program hours, and training schedules are to be determined by the Summer Learning Academy program. Agreement to site-specific terms is required for hire. Job offers are conditional and based on sufficient student enrollment/attendance.

NONDISCRIMINATION POLICY

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work. #J-18808-Ljbffr Boston Public Schools