If you are excited by the idea of joining a team at the ground floor, and introducing transformational changes to turn a school around... then Excel High School is interested in you! We are seeking candidates who are committed to high expectations for achievement, closing achievement gaps, and academic proficiency for all.
As EHS enters its first year as a Level 4 Turnaround School, we are restructuring to introduce career pathways and interdisciplinary, project-based learning using the Linked Learning approach (see: https://lausd.wistia.com/medias/1sxmywkrsq
). Through the interdisciplinary pathways, students will gain a vivid understanding of the connections between academics and the world of work via interactions with industry partners, job shadows, internships, and dual-enrollment industry certification programs. Students in these pathways will also benefit from the closeness of a small learning community. We are extending the day by 30 minutes to support student success, and adding time in the summer and school year for staff professional development and collaboration; teachers' compensation will reflect these additional time commitments. Teachers will have many opportunities for leadership and creativity as we build out programming to meet our students' needs, develop interdisciplinary curriculum, and create exciting connections to outside partners.
***This school has been designated as a Level 4 or 5 School by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed.
SCHOOL YEAR: 2015-2016
POSITION TITLE: Teacher-History 9-12 (SEI Endorsement Required) (SY15-16)
Boston Public Schools seeks an exceptional HISTORY TEACHER with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of 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 as a teacher. 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 as a teacher.
REPORTS TO: Principal/Headmaster
Teach: History in a high school SEI setting
- Implement the course as outlined by the BPS Learning Standards, pacing guides, and course guides,and curriculum maps.
- Be trained to implement the Interactive Student Notebook and the BPS Workshop Model of Instruction.
- Administer district mid-year and end-of-year assessments in accordance with district guidelines.
- Administer the Common Writing Assignments.
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)
Communicating Content Knowledge
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
- 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
Equitable & Effective Instruction
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
- 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
(II-C-1. Respects Differences, II-C-2. Maintains Respectful 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
(III-A-1. Parent/Family Engagement)
- Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
- 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 Bachelors degree
Hold a valid Massachusetts Teaching License in History or Political Science/Political Philosophy at the appropriate grade level and hold an SEI endorsement or a dual certification in ESL.
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
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.
QUALIFICATIONS - PREFERRED:
Experience teaching in urban schools
Degree in History or related field
Degree in Education
BPS values linguistic diversity and believe 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.
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
TERMS: BTU, Group I
Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.
Next year, many BPS schools will have a longer school day through the "Schedule A" Extended 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: bostonpublicschools.org/elt.
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.