ESY - Wilson or Rules-Based Reading Instructor (Summer 2023)

ESY - Wilson or Rules-Based Reading Instructor (Summer 2023)**THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY** PROGRAM DESCRIPTION: Extended School Year (ESY) is a Special Education program for students with disabilities whose IEP team has determined that, in order to minimize substantial regression and reduce substantial recoupment time, a student is required to attend ESY. These services will be based upon the individual needs of the students per their IEP goals/objectives.REPORTS TO: Position reports to the Site Coordinator, who works in close collaboration with the Director of Operations & Service Implementation in the Office of Special Education.

For questions about this position, please email esy-hiring@bostonpublicschools.org mailto:esy-hiring@bostonpublicschools.org . PROGRAM SCHEDULE: The instructional hours for students are 5 hours per day, 5 days per week, for 5 weeks from July 10 to August 11, 2023. Students who are eligible for ESY and Compensatory Services due to COVID-19 closures MAY participate in programming for an additional week, dates TBD.

If implemented, the extra CCS week may make the program a total duration of 6 weeks for staff.The Teacher is expected to:Work all 25 days of the program as well as PD days. PD dates are subject to change but will be scheduled for late JuneWork a 6-hour day, 5 days per week, for 5 weeks (this includes 1 hours per day of prep time.l)Attend Professional Development dates in late June, and complete Progress Reports for a total of 20 hours in the last week of the program. RESPONSIBILITIES: Teachers in this program provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below.

Due to the short duration of ESY and the critical need to boost student learning during this time, it is particularly important that teachers in ESY:Review IEPs to determine service delivery for rules-based reading servicesSchedule and provide pull-out instruction to students in Wilson rules-based reading, per IEP goals and service delivery time. Independently plan lessons to prepare for rigorous instruction using the Wilson Reading System for 1:1 or small group instruction.Communicate directly with families for transportation and scheduling.Communicate with the most recent teacher to understand the current level.Support classroom teachers when not providing Wilson instruction, per Site Coordinator instructions.Prepare cognitively-demanding lessons, assignments and enrichment activities (requires some planning work outside of regular program hours).Differentiate instruction.Establish a productive learning environment and classroom culture in which all students are respected.Supervise safe arrival and dismissal of all students assigned to their classroom.Maintain timely student attendance and progress records.Consult with related service providers to address students' needs.Provide students, families, site coordinators and program staff with relevant and timely data, including monitoring and reporting students progress to prevent regression as outlined in the program.Complete progress reports for all students on caseload.Participate in all scheduled professional development.Engage as a partner in planning and problem solving.Assess students referred for summer IEP team meetings, provide written assessment results and/or attend IEP team meetings if required.Performs other related duties as requested by the Director of Operations & Service Implementation.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 AchievementSet ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort.Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks.Display passion and optimism about students, content, and the teaching profession.Communicating Content KnowledgeDemonstrate mastery of and enthusiasm for the content area and the pedagogy it requires.Demonstrate understanding of how subject matter applies in real-world settings and connects to other content areas and relevant standards.Convey content in creative and engaging ways that align to standards. Equitable & Effective InstructionScaffold and differentiate instruction so that all students do complex thinking and rigorous academic work.Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation.Build a productive learning environment where every student participates and is valued as part of the class community.Cultural ProficiencyActively create and maintain an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family EngagementEngage with families and build collaborative, respectful relationships in service of student learning.Professional Reflection & CollaborationRegularly reflect on practice, seek and respond to feedback, and demonstrate self-awareness and commitment to continuous learning and development.Participate in and contribute to a collaborative adult learning community.

QUALIFICATIONS - REQUIRED:Bachelor's degree.Certification in Wilson Reading Program: Level 1 (this will be confirmed via Central Office) and/or Certification in Orton-Gillingham Rules-Based Reading.Training in the Wilson Advanced Strategies Workshop for small groups Wilson materials for teaching students.Massachusetts Educator Licensure in Moderate Disabilities, Severe Disabilities, Early Childhood Special Education, and/or Special Education Administrator.Experience in the administration of the Woodcock Johnson III and/or BattelleExperience in one or more of the following areas:Autism, Intellectual Impairment, Multiple Disabilities, Physical Disabilities, Specific Learning Disability, Emotional Impairment, Early Childhood.Demonstrated ability to meet the Core Competencies 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:Current teacher in the Boston Public Schools.Preference for Wilson Reading Program Certification.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.Current Safety-care certification. TERMS:Hourly rate of $55.16. Anticipated total of 120 hours, and up to 20 hours including prep activities, professional development, and additional duties for a total amount of up to $7722.40.Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule.In addition to the Employment Terms linked here, the individual who is hired consents to electronic sign-in procedures on site, including the capture of a sign-in photo that is retained by BPS exclusively for audit and sign-in verification.

All employees must read and agree to the BPS 2023 Summer Program Terms of Employment https://docs.google.com/document/d/120qGD-2Nye9M00e8Ia__GlQO8muS9_KskpDdJIrEJc0/edit#bookmark=id.3uumpsl1zt92 . NONDISCRIMINATION POLICYThe 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.