Teacher - SLIFE Native Literacy Elementary Spanish , Gr. 5-6; Long-Term Substitute; SY

THIS IS A LONG-TERM SUB POSITION that is expected to start on4/6/2026 and end at the conclusion of this school year. Please note that 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 (https://(Use the "Apply for this Job" box below).).

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is a Native Literacy teaching position, meaning candidates must be bilingual and bi-literate in Spanish and hold licensure in the appropriate content area.

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.

Reports to:

Principal/Head of School

Teach:
Elementary 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 district supported curriculum as outlined in the District Curriculum Universal Accommodation Plan.
• Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.

1. Accountability for Student Achievement

(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

2. 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

3. 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

4. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

5. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

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

6. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional…