Teacher - SLIFE Native Literacy [Multilingual] Gr. 3-5 (Anticipated Vacancy) (SY26-27)

Teacher – SLIFE Native Literacy [Multilingual] Gr. 3‑5 (Anticipated Vacancy) (SY26‑27) This position is an anticipated vacancy. It is expected to be vacant by 06/30/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long‑Term Substitute if the position does not become vacant by the start of the school year. This teaching position serves students with Limited or Interrupted Formal Education (SLIFE). It is a Native Literacy role, requiring bilingual and biliterate candidates in Multilingual and a valid teaching license in the appropriate content area. Students are newcomer English Learners aged 9 or older, with ELD levels 1 or 2, two years behind grade‑level peers in native‑language literacy, and limited formal schooling. They receive instruction in their native language, with intensive literacy instruction and age‑appropriate core content in that language. Reports to: Principal/Head of School Responsibilities Teach high‑intensity literacy in a SLIFE Native Literacy 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 the TERC Math Investigations Curriculum and Readers and Writers Workshop Model. Create a developmentally appropriate, child‑centered environment that establishes positive behavioral expectations conducive to all learners through structured routines and positive behavioral interventions. Establish classroom structure that values positive relationships through intentional implementation of the curriculum. Administer district mid‑year and end‑of‑year assessments in accordance with district guidelines. Core Competencies Accountability for Student Achievement 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 Demonstrates mastery of and enthusiasm for the content area and the required pedagogy. 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 Scaffolds and differentiates instruction to allow all students to engage in complex thinking and rigorous academic work. Uses instructional practices that challenge, motivate, and engage all students while facilitating equitable, active participation. Builds a productive learning environment where every student participates and feels valued. Cultural Proficiency Actively creates and maintains an environment where students’ diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement Engages with families and builds collaborative, respectful relationships to support student learning. Professional Reflection & Collaboration Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development. Participates in and contributes to a collaborative adult learning community. Qualifications – Required Education: Hold a Bachelor’s degree. Hold a Massachusetts Teaching License in the appropriate content area and grade level. Meet all state and federal guidelines to be fully licensed and Highly Qualified. Ability to meet the Standards of Effective Teaching established by BPS 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. Fluency in one of BPS’ official languages: Spanish, Cabo Verdean Creole, Haitian Creole, Chinese, Vietnamese, Portuguese, or Somali. Hold a degree in Education. Hold a Bilingual Education Endorsement in one of BPS’ official languages (a valid Transitional Bilingual Education license or Transitional Bilingual Learning endorsement is considered equivalent). Preferably, certified in the subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade levels). Terms BTU, Group I Salary and Compensation Salary information is available on the BPS website and is listed by unions and grade/step. The start and end times of BPS schools vary, as do the lengths of the school day. Some schools offer a longer day through the Schedule A Expanded Learning Time (ELT) agreement. EEO Statement 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, 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 Young World Physical Education