5th Quarter Summer Learning Academy - ESL​/ELA and Math Teacher - School Based; 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).

Dates:
July 6th‑August 7th, with July 6th being an on‑site professional development day.

Hours:

6 hours/day for 25 days of programming.

The in‑person instructional hours for students in 5th Quarter Summer Learning Academies vary by program. Teachers in school‑based programs will be allocated up to 6 hours per day at their sites, which must include 3 hours of direct academic instruction.

The 5th Quarter Summer Learning Academy ESL/ELA and Math Teacher (School‑Based) is responsible for planning, implementing, and assessing high‑quality, engaging academic and enrichment programming, with an intentional focus on supporting multilingual learners. The teacher delivers instruction that integrates grade‑level academic standards with language development, ensuring meaningful access to content through appropriate scaffolds and supports while reinforcing foundational skills and building readiness for next‑grade‑level learning.

The teacher is responsible for delivering a minimum of 3 hours per program day of academic instruction aligned to grade‑level standards. School‑based teachers may also facilitate enrichment activities based on each individual site’s program model and schedule. Summer Learning Academy ESL/ELA and Math Teachers provide rigorous, standards‑aligned instruction that advances both academic learning and English language development while supporting the transition into next‑grade‑level expectations.

Instruction reflects culturally and linguistically responsive practices and supports multilingual learners in developing academic language alongside content mastery. Teachers demonstrate the BPS Core Competencies for Effective Teaching listed below. Given the focused nature of summer programming and the critical opportunity to accelerate learning, teachers are expected to design instruction that maximizes access, engagement, academic growth, and readiness for continued success.

• Deliver 3 hours of high‑quality, grade‑level academic instruction per day during the summer program.
• Design and deliver ESL/ELA and/or Math lessons, assignments, and enrichment activities using district summer curriculum resources to support students’ overall academic progress, including the development of academic language.
• 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.
• Differentiate instruction to ensure all students are engaged in rigorous academic work.
• 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.
• Implement culturally and linguistically sustaining practices.
• Establish a productive and respectful…