Massachusetts Education Jobs

This vacancy is the result of temporary funding through the Elementary and Secondary School Emergency Relief Fund (ESSER). The duration of the funding means the position is temporary and may last for one, two, or three years. Hired candidates may be excessed or non-renewed from the position for the following school year. PART-TIME NEW TEACHER DEVELOPER (0.5 FTE) Reports to: Principal, Assistant Head of Schools, CVTE Directors Overall Description: Madison Park Technical Vocational High School seeks to create a seamless system of support and development to facilitate the growth of teachers, from induction year to permanent status, to leadership roles within the district. A 0.5 FTE New Teacher Developer is at the forefront of this effort, working intensively with novice teachers on curricular planning, creating a safe and welcoming classroom environment, and best practice instructional strategies for diverse learners. The New Teacher Developer is a skilled, experienced teacher that is engaged in mentoring and coaching first-year teachers in BPS, and who support the development of BPS early career teachers more generally. NTDs also facilitate professional development for part-time NTDs and early career teachers. Part-Time New Teacher Developer Responsibilities: NTDs conference, model, co-teach, observe, and provide support in all the areas that are challenging for beginning teachers during their first year of teaching. They support induction activities for new teachers including classroom-based coaching. NTDs use tools and documentation developed by BPS and are expected to participate in planning and facilitating professional development provided throughout the year to develop new teachers’ practice and to assist other NTDs in developing their coaching, mentoring and leadership skills. Coaching and Mentoring Support: Accelerate the development (number TBD) of novice teachers to be effective teachers in the first year by proactively managing their performance throughout the entire school year. Observe new teachers regularly to assess proficiency in specific teaching skills and identify development areas. Analyze novice teacher performance to determine the most important skills for improvement and align support to ensure growth. Collaborate with colleagues to secure and analyze high-quality teacher performance and student achievement data to assess new teachers’ effectiveness in raising student achievement. Contribute to district initiatives to improve instruction, including instructor quality and curricular knowledge. Coordinate with other teacher training/professional development programs and initiatives to support beginning teachers as appropriate. Promote the development of a professional learning community among new teachers. Provide on-site (and virtual) support to the beginning teachers, using a variety of support and assessment strategies focused on the beginning teachers’ needs. Such support and strategies include, but are not limited to: Helping teachers with classroom set-up and planning in preparation for the first days of school. Regularly conferring with beginning teachers and assisting them to plan for, reflect on, and analyze their practice. Reviewing student work to inform instruction and enhance student achievement. Helping to plan, participate in, and facilitate exemplary teacher observations for beginning teachers. Modeling, as appropriate, innovative teaching methodologies through techniques such as team teaching, demonstrations and simulations. Assisting beginning teachers to identify instructional resources, additional support and professional development in the school community as well as the district. Supporting beginning teachers with strategies to engage and communicate effectively with parents, guardians and other caretakers. Helping beginning teachers to develop and periodically reflect on professional teaching goals using the Massachusetts Teaching Standards and BPS Vector Solutions. Maintain and submit documentation of work with each assigned new teacher. This may include, but is not limited to: Interaction logs detailing support Videos of coaching/mentoring support Collaboration with School and Program Administrators: Communicate with school administrators Partner, in a non-administrative capacity, with school administrators and other school staff members to enhance support for beginning teachers. Communicate with school administrators about induction requirements, best practices, quarterly updates, and new teacher placements Communicate regularly with school administrators to promote, coordinate and help facilitate school-based professional learning communities amongst novice teachers Meet regularly with New Teacher Development program leadership *NTDs will have no role in new teachers’ performance evaluations. Required Qualifications: Permanent teaching status in BPS as of 2022-2023 school year Five full years of teaching experience under valid Massachusetts teaching license Demonstrated commitment to diversity and the closing of opportunity gaps by ensuring all students access to the highest quality instruction Mastery of pedagogical skills and content knowledge Strong interpersonal skills; able to work effectively with others, foster collaboration, and enhance team growth Strong communication skills, both written and verbal Strong technological skills, including proficiency with BPS email system, the Google Suite, and other digital resources Demonstrated expertise in unit/lesson design, and implementing effective instructional practices Demonstrated commitment to professional growth and learning Ability to track and analyze data Strong facilitation and presentation skills Experience leading professional development and creating learning opportunities for teachers Preferred Qualifications: Experience teaching students with disabilities and English Learners Prior experience with coaching and/or mentoring teachers Terms: BTU, Group I, Please refer to www.bostonpublicschools.org/ohc http://www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year. 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. " />

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New Teacher Developer to Support CTE (Part-Time 0.5 FTE) ESSER Funded Position

Job Description

Primary Location Madison Park Technical Vocational High

Salary Range 0.5 FTE

Shift Type Innovation - Turnaround

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