Teacher - SLIFE​/English Second Language; SEI Endorsement ; SY

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is an ESL teaching position meaning candidates must have ESL licensure.

In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students will receive instruction in the student’s native language while students in SLIFE Multilingual program are from various linguistic backgrounds.

Students receive intensive literacy instruction in the native language and age-appropriate core content instruction in the native language.

Boston Public Schools seeks an exceptional SLIFE/English as a Second Language(ESL) 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, and 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.

This position serves English Language Learners (ELLs) from various linguistic backgrounds in a Sheltered English Immersion classroom. Students will receive instruction in English.

Reports to:

Principal/Head of School

Responsibilities

Teach:
English as a Second Language in a SLIFE setting

C

Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:

(II-A-1. Quality of Effort and Work, 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

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• De…