THIS IS A LONG TERM SUB POSITION that is expected to start on 12/7/22 and end on 6/22/23. Please note, 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.
This position is paired between the following schools: School Librarian [Higginson Lewis 0.5 FTE / Winthrop 0.5 FTE] The position is posted online at both schools. You need to apply to only one position to be considered but may apply to both. If you are selected for the job, you will be hired for both positions.
Boston Public Schools seeks an exceptional SCHOOL LIBRARIAN who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for librarians who desire to serve where their efforts matter. In BPS, teachers and leaders are committed to the vision of high expectations, equal access to high levels of instruction, academic proficiency for all students, and closing 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.
Reports to: Principal/Headmaster
- Creates a caring and safe environment where students are consistently engaged in meaningful learning activities.
- Works effectively with colleagues as a team member in planning and implementing appropriate and meaningful learning activities.
- Communicates effectively with parents and colleagues both orally and in writing.
- Provides leadership on committees, organizations and/or projects beyond the classroom.
- Believes and works to implement the educational philosophy that all children can achieve high standards.
CORE COMPETENCIES: 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
(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 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
- 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
- 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
(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
(III-A-1. Parent/Family Engagement)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
- Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
- Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
- Education: Hold a Bachelor's degree.
- Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
- BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
- Hold a valid Massachusetts School Librarian/Library License (All Levels).
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.