Cluster Substitute Teacher - [Eliot K-8] - (SY26-27)

Job Description

Boston Public Schools (BPS) seeks an exceptional Cluster Substitute 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 the vision of:

• High expectations for achievement
• Equal access to high levels of instruction
• The achievement of academic proficiency for all students
• 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.

Role Overview Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily.

Reports To Principal/Head of School of the school.

Required Teacher Competencies

• Accountability for Student Achievement

• II-A-1. Quality of Effort

• 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

• I-A-1. Subject Matter Knowledge

• I-A-4. Well-Structured Lessons

• Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires.

• Demonstrates understanding for 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

• 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

• 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

• III-A-1. Parent/Family Engagement

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.

• 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

• Education: Minimum of an undergraduate college/university degree.
• Work Authorization: Current authorization to work in the United States. Candidates must have such authorization by their first day of employment.
• Interview: Successfully complete a screening interview with the BPS Office of Human Resources.
• Background Check: Pass a CORISORI criminal background check.

Qualifications - Preferred

• Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable.
• Experience in a school or community setting working with children or young adults.
• Experience teaching in urban schools.

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.

Terms BTU Substitute Group 2

Please refer to www.bostonpublicschools.org/ohr/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.

Nondiscrimination Policy 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 accommodations@bostonpublicschools.org.