Reading Interventionist; SEI Endorsement .FTE Part Time; SY

Reading Interventionist

The Boston Public Schools is seeking educator leaders who are energized to guide students in building the knowledge, skills, and talents they will need to engage with and transform their world. Learning at the district will be grounded in the deep knowledge and experiences that each child brings through his/her own identity to the classroom. Through thoughtfully planned units of study based on the district adopted core curriculum, students will broaden their understanding of the world around them and develop the skills required to effectively ask and answer their own questions and to think critically and creatively about what they are learning and experiencing.

We aspire for all the district students to be independent learners who will be prepared to pursue their interests and passions and to be effective agents of change for themselves, their families, their communities, and the nation.

The Reading Interventionist is an experienced educator who has demonstrated capacity in producing dramatic and sustained improvements for students in a safe and welcoming environment. The Reading Interventionist has the capacity to inspire others toward similar, ambitious results and the leadership skill to deliberately and thoughtfully drive the work of teams of his/her/their peers through cycles of inquiry and reflection that lead to improved instructional practice across the grade level team and ultimately to higher learning outcomes for all students.

Responsibilities:

Leadership

• Support the facilitation of weekly common planning time (CPT) meetings to intentionally observe, analyze, refine, and improve teaching and learning, and the advancement of equity for all students.
• Consistently champion and model practices that are culturally and linguistically affirming for peer teachers and students.
• Actively participate in and support the work of the Instructional Leadership Team (ILT) to continually develop and implement the instructional vision, measure progress toward school goals, as well as develop and deploy school-wide systems and structures to support student learning.
• Create a culture of collaboration and mutual support among peer teachers on the grade level team. Inspire school-wide and local support for the district through his/her/their own enthusiasm.
• Possess a deep knowledge of the instructional vision for the district, rigorous grade-level standards, and adult learning.
• Model and reinforce the consistent implementation of the instructional vision through best practices, including co-teaching, peer observation, task analysis, and co-facilitation of professional learning.
• Analyze and incorporate the use of data into the daily life of the grade level team, consistently tracking and analyzing a variety of metrics against goals to continually improve teaching and learning.
• Successfully balance the roles of peer-colleague and team leader and effectively navigate difficult conversations around improvement, bias, and other topics as they surface. Have a strong track record of success in urban education.

Curriculum and Instruction

• Aware of their own biases, develops strong relationships with students, and can effectively utilize the cultural and linguistic knowledge of students, families, and the school community to adapt practices, materials and environments to engage, motivate, and facilitate deep learning.
• Design lessons and units using Universal Design for Learning (UDL) and Understanding by Design (UbD).
• Effectively analyze data to drive decision making.
• Effectively facilitate student-centered learning experiences.
• Have a thorough understanding content/academic area
• Have a deep knowledge of teaching methodologies/pedagogy
• Have an ongoing understanding of and ability to integrate current and emerging technology into their teaching.
• Understand students as learners, including diverse characteristics, abilities, and learning styles.
• Help students understand the ways in which the arts make meaning, connect with the entire curriculum, and prepare students for success in school, work, and life.

Interpersonal Relationships and Communication

• Build authentic relationships with students, families,…