5th Quarter Middle​/High School Course Recovery - ELA​/ESL Math Teacher; Summer

THIS IS A SUMMER SCHOOL POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY

PROGRAM

DESCRIPTION:

The 5th Quarter program is committed to providing equitable access to high-quality academic and enrichment opportunities for Boston students during the summer, prioritizing expanded learning for those who benefit most from additional learning time. The program leverages the city’s resources as an extended classroom to create engaging experiences that strengthen school connectedness, support social and emotional development, and prevent summer learning loss while promoting academic growth.

To meet diverse learning needs, including those of multilingual learners, instruction is designed using culturally and linguistically responsive and evidence-based practices. Together, these efforts strengthen academic progress, advance academic language development for multilingual learners, and deepen students’ connection to school and future learning.

Position reports to the program’s Site Coordinator, who works in close collaboration with the BPS Office of Multilingual Multicultural Education (OMME) and BPS Office of Expanded Learning Opportunities (ELO).

When you are hired to work at the 5th Quarter Middle/ High School Course Recovery program, you are committing to the entire duration of the program. This means that your assignment may involve working at different sites, as staffing needs arise. Flexibility in location is an essential requirement of the position, should you be the successful candidate for this position and accept the job offer, you agree to be available for reassignment to various sites as needed throughout the program.

• Dates:
  July 6th-August 7th
• Hours:
  
  4 hours/day for 20 days of programming
• The in-person instructional hours for students in the 5th Quarter Middle/High School Credit Recovery Program may vary slightly by program.

The 5th Quarter Middle/High School Credit Recovery ELA/ESL Math Teacher is responsible for planning, implementing, and assessing high-quality, engaging academic programming that supports access and success within a linguistically responsive learning environment. Teachers deliver up to 4 hours per program day of standards-aligned instruction to support credit-bearing or credit-recovery courses, while reinforcing academic language development that enables demonstration of mastery of grade-level content.

Responsibilities include:

• Deliver 4 hours of daily instruction in high school credit recovery courses, including ESL, Math, ELA, and other core subject areas, while supporting multilingual learners’ academic language development.
• Design and implement rigorous credit recovery lessons and learning activities using district summer curriculum resources, differentiating instruction to meet diverse student needs.
• Use the WIDA English Language Development Standards Framework, along with other research-based instructional frameworks, to guide practices aligned with multilingual learners’ Service Delivery Determination (SDD) levels.
• Use informal and formative summer assessments to guide instructional decisions for all students, ensuring instruction aligns with Individualized Learning Plans (ILPs) when relevant.
• Collaborate with site coordinators to support required program assessment processes, including but not limited to APT observations and SAYO-T/SAYO-Y surveys when applicable.
• Establish and maintain a safe, respectful, and productive classroom environment through effective classroom management and culturally and linguistically sustaining practices.
• Work with site coordinators and program staff to maintain accurate attendance and progress records and support academic and social-emotional goals.
• Care for and manage instructional materials and classroom resources.
• Participate in all scheduled professional development sessions.

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

Accountability for Student Achievement

• Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master…