Category: Full Time;
Position Title: High School Italian Teacher
Start Date: 09/06/2022
End Date: 06/30/2023
Location: Boston Latin School, Boston, MA
This position is an anticipated vacancy. It is expected to be vacant by 06/30/2022. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.
Boston Latin School (BLS) is one of three exam schools in the district, serving over 2,400 scholars in grades 7-12. We seek to ground our students in a contemporary classical education as preparation for successful college studies, responsible and engaged citizenship, and a rewarding life. Educators at BLS are expected to teach, lead, and collaborate with high levels of content expertise, cultural responsiveness, care for children’s social and emotional needs, and commitment to engaging instruction for all learners.
This position is for Italian 3 and 4 (grades 10, 11, 12).
Boston Public Schools seeks an exceptional WORLD LANGUAGE TEACHER 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.
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.
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.
Qualifications: REQUIRED: Hold the appropriate valid Massachusetts Teaching License in the required foreign language at the appropriate grade level.
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified according to NCLB.
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
Education: Hold a Bachelors degree.
Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.
Able to teach in Italian 90% of the time
Familiar with MA World Language Frameworks, ACTFL Proficiency Benchmarks and Levels
QUALIFICATIONS – PREFERRED:
Experience teaching in urban schools.
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.
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)).
Contact Name: Christine Kelley, Program Director
Contact email for questions: firstname.lastname@example.org
Application Instructions: Apply to this link: https://bostonpublicschools.tedk12.com/hire/ViewJob.aspx?JobID=29074