THIS IS A LONG TERM SUB POSITION that is expected to start on 08/26/2023 and end on 04/03/2024 Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (http://bostonpublicschools.org/Page/1095).REPORTS TO:
Director and/or Executive Director for the Office of Multilingual and Multicultural Education (OMME) Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. With approximately 50,000 students from over 114 different countries, nearly 9,000 employees (including 4,800 teachers) and an annual budget of $1.1 billion, BPS is the largest school district in Massachusetts and one of the most diverse as well. About half of all BPS students are from a multilingual household.Job Description:
Boston Public Schools seeks an exceptional and dynamic team of Multilingual Instructional Coaches (MIC) to support the new Office of Multilingual and Multicultural Education (OMME) - formerly the Office of English Learners. We are excited to re-vision the work of the new office inclusive of our priorities in serving our leaders and teachers with direct support at schools. Shifting the office's primary focus from compliance to one that also focuses on quality teaching and learning will have a direct benefit and impact on our students' growth, schooling experience and future outcomes. The new Office of Multilingual and Multicultural Education (OMME) envisions that all multilingual learners feel a sense of belonging, joy for learning in a healing-centered learning environment so that they have the opportunity to be academically proficient in their home language and English and to graduate with the Seal of Biliteracy. In order to shift our work toward this vision, the office will center a multicultural framework with a social justice lens to address systemic racism and systems of power in all forms that perpetuate inequities for multilingual learners, their families and communities from anti-blackness, colorism, xenophobia, linguicism/glottophobia, islamophobia, implicit and explicit bias, bigotry of low-expectations, nativist microaggressions, colonizer language dominance, indigenous and spoken vs. written language access, language loss, refugee status and linguistic imperialism.
The Boston Public Schools (BPS) is seeking to fill the position of Multilingual Instructional Coach
to support the new Office of Multilingual and Multicultural Education (OMME) - formerly Office of English Learners. Multilingual Instructional Coaches (MIC) will work closely with the Bilingual language specific coaches to better serve the students with those languages and drive change at the school level. The Multilingual Instructional Coach (MIC) will report to the new OMME Director and/or Executive Director and will provide direct coaching and support to site-based principals, instructional leadership teams and individual teachers serving multilingual learners (SEI/SLIFE/Dual Language/Special Education/General Education). The Multilingual Instructional Coach (MIC) will be expected to be at schools focused on the quality of teaching and learning for multilingual learners and supporting in increasing our native language and biliteracy instructional goals. The Multilingual Instructional Coaches (MIC) will support school staff in the implementation of the district's Bilingual/Dual Language/Heritage programs and will support the infrastructure of the bilingual instructional models needed by working directly with teachers, school leaders, families and students. The Multilingual Instructional Coaches (MIC) will also dedicate 10-20% of their time working on their own professional development and learning with role-alike colleagues from other district departments. Individually and collectively, Multilingual Instructional Coaches (MIC) will serve as catalysts of change for the new Office of Multilingual and Multicultural Education (OMME) in the BPS towards a new strategic vision centering the focus of the office on teaching and learning, increasing native language access and instruction, and supporting Multilingual program schools and teachers.
The district is committed to accelerating instructional change to ensure all Multilingual learners are independent learners who are prepared to pursue their interests and become effective agents of change for themselves, their families, and their communities. The Multilingual Instructional Coaches (MIC) will work with central office departments and the leadership at the school to provide school-level support to ensure that acceleration of academic achievement and opportunity occurs for every Multilingual learner in their school through high-quality implementation of materials, curriculum, professional development in both English and native language(s).
The Multilingual Instructional Coaches (MIC) must have the following essential competencies and dispositions:
Growth and problem solving mindset; Demonstrated history of closing opportunity and achievement gaps in English learner/Multilingual classrooms and schools; Demonstrated cultural proficiency and ability to lead others in conversations on intersectional identities of Multilingual learners with race, language, ethnicity and culture; Deep knowledge of ESL, second language acquisition, native language curriculum, instruction, interventions and assessments; Demonstrated ability to lead and support instructional change in schools through coaching and leading adult learners; and The ability to work in a fast-paced environment across multiple school sites.
Additionally, we are seeking a dynamic team with a variety of skill sets in multilingual and multicultural education that will strengthen the team's effectiveness and cross-collaborative work to address the needs of our students. Please highlight your strengths and assets in your application and be prepared to demonstrate competency in leading in one or more of the following areas:
- Integrating newcomer students (ELD 1-2) into classrooms and with curricula (any grades)
- Developing units of study centering the intersectional identities of multilingual learners (race, language, religion, ethnicity, immigrant status, nationality, LGBTQIA)
- Developing alternative curriculum, scope and sequence for overage and under-credited
- Developing learning tools and/or effective practices with Students with Limited and Interrupted Formal Education (SLIFE)
- Developing and/or leading the scope and sequence of ESL in Elementary SEI settings
- Developing and/or leading the scope and sequence of ESL in Secondary ELA/Humanities/ESL/History classrooms
- Centering healing-centered approaches and applying restorative practices with Multilingual learners in classrooms
- Developing units of study integrating ethnic studies, language progressions, biliteracy, DESE-Model Curriculum Units, project based learning, making/doing projects and/or experiential learning integrating community assets
- Leading professional learning for adults on MA Framework Standards and language progression using WIDA framework
- Creating scaffolds and differentiating lessons/units for ELSWD
- Leading professional learning for adults in curriculum design, unit planning and effective pedagogical practices ties to standards
- Using data inquiry, instructional improvement cycles, learning walks and other data protocols to lead the learning of adult teams to improve instructional outcomes of Multilingual learners
- Developing or utilizing phonics screeners, diagnostics or assessments for the purposes of language acquisition in English and in the native language to determine student growth
- Develop a biliteracy sequence for dual language models and assess materials for grade and standard alignment
- Lead teams and teachers using feedback and teaming protocols to change practice
- Provide professional learning and coaching on best practices for multilingual learners in Math and/or STEM
- Any other instructional leadership under multilingual and multicultural education including educative materials, global education competencies, 21st century skills, adaptive change, multicultural and enabling texts/books, research and data, assistive technology, etc.
This position is responsible for (but not limited to) the following responsibilities:
Support the implementation and monitoring of district-adopted ESL and native language curriculum and materials with a multilingual and bilingual pedagogical framework through coaching and evaluation including:
Creating a K-12 standards aligned scope and sequence for language instruction in ESL and native language classrooms; Vetting lesson plans and providing other curricular guidance as needed; Developing and modeling units of study that are ethnically, culturally and linguistically responsive; Assisting teachers with planning and implementation of model lessons and sound pedagogical approaches for multilingual learners; Performing lesson observations and providing specific and actionable feedback for improvement to teachers, teacher teams, ILT and school leaders; and Contracting and/or working with partner vendors to lead development of instructional materials, resources and professional learning
- Implement a professional development arc of learning that strategically grows teacher quality and leadership so that all students experience thoroughly planned units of study that broadens their understanding of the world around them
- Serve as a liaison to School Superintendents to identify appropriate supports and strategically align coaching and development based on school's readiness, needs assessment and instructional focus
- Support in the development of new language programs with instructional models to ensure that equity for multilingual learners is across content learning and meets their needs (ex: co-teaching models, rotation of groups for services and/or independent reading etc.)
- Support the establishment of strong tiered instruction through the effective enactment of standards-aligned, district supported curricula and on-going adjustments to practice based on evidence of student learning
- Collaborate with Equitable Literacy Coaches, Transformation Coaches and other District Coaches to ensure appropriate scaffolds and rigor for multilingual learners across content areas
- Provide coaching and support to all teachers of Multilingual learners across contents, programs and classroom settings
- Lead staff in unpacking materials and curricula through anti-bias screening tools, such as the 7 Forms of Bias
- Support the effective and responsible use of data to identify additional tier two and three supports for multilingual learners and provide a strategic instructional direction for multilingual special population students (SLIFE/Newcomer/Over-age/ELWSD) . Support schools and educators to effectively provide tier two and three supports to students to meet individual needs
- Provide leadership, professional development in instructional practices and coaching regarding support for multilingual learner students including special population multilingual learners
- Review assessment data indicators on an ongoing basis to determine early risk indicators and interventions necessary for improving student outcomes
- Work with principal, site-based coaches and other BPS colleagues in the evaluation, modification, and development of instructional focus and quality school plans to best serve the instruction of Multilingual learners
QUALIFICATIONS - REQUIRED
- Serve as a liaison between schools and the OMME Equity and Accountability team who is responsible for responding to programmatic challenges and/or compliance needs
- Collaborate with the OMME Special Populations Team on instructional models and programming needs such as appropriate materials, co-teaching, assistive technology etc.
- Work with the Family specialists to provide leadership on instruction and teaching as well as provide educative materials and professional learning to families/communities on Multilingual and Multicultural Education
- Support events at the schools with families and community members that promote the benefits of instruction across various programs and in support of our initiative to increase bilingual and native language access
- Partner with the World Language department on the Heritage language program instructional model and support the World Language department with the Seal of Biliteracy initiative to increase access of STAMP assessments across grades 9-12 for students to qualify for the Seal of Biliteracy on their transcript.
- Form and manage curriculum writing teams, coordinate institutes, symposiums, conferences and PLCs and work with others to recruit teachers to attend PDs
- Coordinate and schedule all professional learning for staff/teachers related to Multilingual and Multicultural Education and OMME
- Share and/or lead in projects for selected elements of the multilingual curriculum and instruction responsibilities (e.g., native language support, assessment development, data gathering and analysis, professional development).
- Perform additional responsibilities as requested by the OMME Director, Executive Director and/or Assistant Superintendent.
Hold certification in ESL and/or Bilingual Education Endorsement at any grades. At least 5 years of urban teaching experience, with a demonstrated history of teaching English learners or related coursework. Skilled teacher with proven track record of highly effective teaching practices that demonstrate deep understanding of the content in planning, adjusting practice and data. Deep experience with co-teaching and co-planning with other educators. Experience and demonstrated expertise as a teacher of relevant content and/or subjects. Demonstrated success working with teachers and administrators as a coach, professional development provider, team leader, and/or facilitator. Demonstrated cultural proficiency and ability to lead others in conversations of multilingual learner intersectional identity, race and systems of power. Knowledge of teaching content that centers counternarratives of marginalized immigrant communities (Dominican, Puerto-Rican, Cabo Verdean, Haitian, Vietnamese, Chinese, Arabic, Somali, Other Central American, African and Asian Countries) and uplifts their intersections in our Boston community at large. Ideally the candidate has received formalized training on immigrants, refugees, race and/or ethnic studies. Uses methods of instruction to unlearn colonial mentality (internalized oppression) for self, teachers and students and has knowledge of how to critique systems of power in texts, lessons and units. Has done substantial work on unpacking personal internalized racism (as a BIPOC) or internalized privilege (as a white ally) and sees themselves on a journey to continue to that rather than at a destination or "competent" at it. Evidence of and willing to take action and change systems of belief and practice. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. QUALIFICATIONS - PREFERRED
Special education license, experience and/or expertise. Language Assessment Team Facilitator experience Experience in a position leading EL instruction Demonstrated experience implementing rigorous, standards-aligned, inclusive, culturally
and linguistically sustaining instruction; Experience working with students with disabilities in inclusive settings. Experience as a reading teacher or reading specialist 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 (Cabo Verdean), Kreyol (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
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.