Jobs & Internships
The Boston Plan for Excellence (BPE) is a nonprofit whose mission is to make sure every child in Boston receives an excellent education. Our goal is to improve outcomes for every student, particularly those with the greatest challenges. Beginning in June 2011, BPE and its core program, the Boston Teacher Residency (BTR), will converge with a new, more focused direction. Staff and new hires will work across BPE-BTR programs, providing partner schools with the integrated support they need to ensure excellent teaching in every classroom.
The Boston Plan for Excellence-Boston Teacher Residency is an equal opportunity employer and is committed to fostering a diverse and inclusive workplace. We offer competitive salary and benefits.
Currently, we are seeking qualified individuals for the following positions:
BPE
Clinical Teacher Educator, Secondary Math
Course Facilitator, Boston Teacher Leadership Certificate Program
Dudley Street Neighborhood Charter School
Founding Teacher: Grades K1 and K2
Founding Lead Teacher: Grade K1
Founding Lead Teacher: Division One, Grades K2-1
Clinical Teacher Educator, Secondary Math
A team of Clinical Teacher Educators (CTEs) will lead the instruction and coaching of teacher residents, mentor teachers, and program graduates. CTEs work to bring together the coursework and fieldwork components of our residency program, ensuring a coherent, aligned and, focused teacher preparation experience. CTEs also provide induction support to graduates of our program, helping them carry the skills, habits, and dispositions learned in the preparation year to the early years of teaching.
Responsibilities
Primary responsibilities include:
- Develop the instructional and content-related skills of teacher residents and mentors through use of coaching methods that keep student learning at the center.
- Teach a year-long methods class, which includes clinical experiences that advance teachers’ technical and content knowledge (in-class coaching, instructional rounds, lesson studies, high-leverage content activities, analysis of assessment data to monitor student achievement and plan instruction).
- Establish and maintain trusting and professional relationships with residents and mentors.
- Communicate regularly with principals and other school-based support staff.
- Facilitate school-based professional learning among residents, mentors, and their colleagues.
- Confer with program directors, other CTEs, residents, and mentors to coordinate support.
- Participate in a professional learning community to study and learn from our practice with pre-service and early career teachers.
- Maintain up-to-date files on residents, and submit documentation of work with residents and mentors in our database.
- Actively contribute to the support of overall program goals by building personal leadership capacity and assuming leadership responsibilities.
Qualifications
- Master's degree in education
- Undergraduate or graduate degree in the content area or equivalent work experience
- Minimum five years teaching in the content and/or grade level
- Experience planning for and facilitating adult learning
- Experience with supervision and/or observation and feedback
- Experience collaborating and co-facilitating and/or leading professional development sessions
- Experience working with early career teachers
- Excellent oral and written communication skills
- Experience working with a range of students and learning styles (e.g., English language learners, students with disabilities)
- Familiarity with the Massachusetts Curriculum Framework and Common Core Standards
- Experience analyzing and using data to inform instruction
- Passion for social justice and educational equity
- Sense of humor
To Apply
Step 1: Complete an Employment Application at the following link: http://goo.gl/3gtFV
Step 2: After you have completed the Employment Application, email your cover letter and resume to jobs@bpe.org (subject field: “CTE-Math”). Alternately, you may also fax your materials to 617-227-8446, or mail them to:
Boston Plan for Excellence-Boston Teacher Residency
Attention: CTE-Math (or CTE-Science)
6 Beacon Street, Suite 615
Boston, MA 02108
Course Facilitator, Boston Teacher Leadership Certificate Program
The Boston Plan for Excellence-Boston Teacher Residency (BPE-BTR) is a nonprofit organization whose mission is to make sure every child in Boston receives an excellent education. Our goal is to improve outcomes for every student, particularly those with the greatest challenges. The Boston Teacher Leadership Resource Center (TLRC) was established by BPE-BTR in partnership with the Boston Public Schools in order to strengthen teachers’ abilities to be greater professional resources for one another, school improvement and district reform.
Increasingly, BPS teachers are asked to assume formal leadership roles that require a range of skills beyond those needed for successful classroom teaching. They find themselves responsible for facilitating team meetings, leading data-based inquiry, or coaching colleagues, for example, and they recognize that it would be helpful to not only have a toolkit of strategies to support their work but to connect with colleagues doing similar work in other schools. The Boston Teacher Leadership Certificate program was created to address these needs. In this program, BPS teacher leaders can participate in a series of four “collaborative courses” in which they work with colleagues who share a similar teacher leadership role to strengthen their skills and demonstrate mastery of them. Teachers can earn three graduate credits for successful completion of each course; by completing all courses they can earn the Boston Teacher Leadership Certificate.
We are currently seeking qualified applicants to add to our faculty of Course Facilitators. Course Facilitators (and co-facilitators) do not have to have mastered course content, and in fact should expect to be learners themselves. They should be teacher leaders who are currently engaged in work relevant to course content and who are interested in taking their knowledge and skills for leading professional learning to a new level. All course facilitators will be expected and supported to employ the course structure, syllabus, content resources and assessments that we have established. As members of our faculty, course facilitators should also expect to participate in faculty meetings designed to help them strengthen their facilitation skills and to help us continue to improve the effectiveness of the program.
For more information about our four core courses, please visit: www.bpe.org/teachers/teacherleaders/certificate. We would like to be able to offer at least one section of each course in spring 2012 (February through May). Each course will have one or two facilitators. Courses will generally run twelve evenings from 4:30-7pm, with the schedule to be determined by the course facilitator(s). Courses will be held at the Dorchester Academy or other BPS schools, as can be arranged.
Responsibilities
- Planning, teaching, record-keeping, evaluating assessments and providing ongoing feedback as per the course syllabus and utilizing instructional materials provided for this purpose. (Max. class size: 15 with one facilitator; 25 with two facilitators. Minimum class size: 10)
- Participating in planning meetings, faculty reflection meetings, and debriefing sessions with the Director of the Boston Teacher Leadership Resource Center and/or the Instructional Support Specialist.
- The Course Facilitator will take responsibility for ensuring key files generated (session agendas, handouts, work samples, etc.) are uploaded to the online course instruction platform. Knowledge or learning developed under contract will also be captured through debriefing sessions and participation in the faculty reflection meetings. This will enable the knowledge gained to be transferred, mobilized and used by others within the organization as well as outside it.
- All work that is done under this contract will be the property of Boston Plan for Excellence-Boston Teacher Residency and is distributable under an “Attribution Non-Commercial Share Alike” Creative Commons license.
Qualifications
Required:
- Master’s degree (required to be an instructor of record at Cambridge College and UMass Boston)
- Experience classroom teaching (minimum 5 years)
- Experience working in a relevant, formal teacher leadership role (see description of core courses)
- Strong computer literacy (our course platform employs Google Sites, Groups and Docs)
- Strong collaboration skills
Preferred:
- Experience planning for and facilitating adult learning
- Excellent oral and written communication skills
- Experience analyzing and using data to inform instruction
- Experience with instructional supervision and/or observation and feedback
- Experience as part of a school’s shared leadership structure
- Familiarity with professional literature in education and how to access it
- Passion for teacher leadership and supporting teacher leaders’ effectiveness
- Passion for social justice and educational equity
- Sense of humor
To Apply
Step 1: Complete an Employment Application at the following link: http://goo.gl/3gtFV
Step 2: After you have completed the application form, please submit a cover letter and resume. In your cover letter, please identify which course(s) you feel prepared to facilitate and describe relevant experience. You will find more information about our four courses on our program website at: http://www.bpe.org/teachers/teacherleaders/certificate.
You may submit your cover letter and resume in one of three ways:
1. E-mail your cover letter and resume to jobs@bpe.org and write “BTLC Course Facilitator” in the subject field.
2. Fax your materials to 617-227-8446.
3. Mail your materials to:
Boston Plan for Excellence-Boston Teacher Residency
Attention: BTLC Course Facilitator
6 Beacon Street, Suite 615
Boston, MA 02108
Development Manager
BPE-BTR is seeking a dynamic and committed professional for the Development Manager position that will focus on public sector funding. The Development Manager position is part of a Development Team and reports to the Development Director. This position also works in collaboration with key staff in the finance, program, and organizational learning departments.
Responsibilities
-
Manage grant writing process to ensure timely submission of proposals on prospective and current government grants by working in collaboration with program, finance, and organizational learning departments.
- Write and submit required reports for each funder by the deadlines.
- Manage and/or develop budgets for public sector grants.
- Ensure effective oversight of federal, state, and city grants to ensure compliance with federal, state or city regulations as related to development work.
- Oversee the federal U.S. Department of Education Teacher Quality Partnership (TQP) grant by coordinating with key partners (Boston Public Schools, Wheelock College, and UMASS Boston) to ensure work is on track to meet the goals of grant.
- Convene TQP partners for quarterly meetings and act as the liaison between the federal program officer and the partners.
- Manage site visits from public sector funders.
- Maintain organized records of proposals, funder correspondence, calendars, timelines, and budgets related to government grants.
- Research opportunities for additional public sector funding.
- Support other development team members and the priorities of the Development Department.
- Assist with other funding priorities and projects as determined by the Development Director.
Qualifications
- Strong background in budget management and financial reporting
- Excellent writing skills
- Experience managing successful projects or coalitions with multiple organizations
- Very strong interpersonal skills, meeting facilitation skills, and ability to work within teams
- Extremely detail-oriented
- Flexible; adapts well to changing conditions, approaches challenges with maturity and positive attitude
- Proactive; takes personal responsibility
- Organized and is able to contribute to building effective systems within the organization
- Strong computer skills, including all MS Office software
- Knowledge of education field preferred
- Experience in grant writing preferred
- Experience managing and obtaining federal government grants preferred
To Apply
Step 1: Complete an Employment Application at the following link: http://goo.gl/3gtFV
Step 2: Email your cover letter, work sample (a proposal or report plus budget narrative), salary history, and resume to jobs@bpe.org (subject field: “Development Manager”). Alternately, you may also fax your materials to 617-227-8446, or mail them to:
Director of School Operations, Dudley Street Neighborhood Charter School
As part of its long-term strategic plan to increase impact, BPE-BTR will start up and operate its own schools to serve as outstanding settings for children and as rich training grounds for new teachers. The Dudley Street Neighborhood Charter School, a new Horace Mann charter school in Boston, will open in September 2012 with students in Grades PreK through 2, growing out each year until students reach Grade 5. BPE-BTR is seeking a strategic and dynamic individual to serve as the Director of School Operations, who will be responsible for the school’s finance function, ensure that the school is properly supplied and equipped, and manage operations-related services provided by the Boston Public Schools (BPS). The Director of School Operations will report to the Principal, and will oversee all matters of school administration that do not directly relate to instruction or student behavior, so that the Principal can focus almost exclusively on student achievement and the professional development of the teaching staff. The ideal candidate will have demonstrated the ability to design and maintain smooth and efficient operational systems in an academic setting.
Responsibilities
Budget and Finance
- Work with the Principal to develop and manage the school’s budget
- Maintain accurate records of all financial transactions
- Manage relationship with BPS in regard to all financial matters
- Prepare and present monthly budget variances and quarterly financial statements
- Develop system of internal controls to guide the school’s finance functions
- Ensure adherence to school’s fiscal policy and procedures; participate in annual financial audit process by providing documentation as needed to auditors
- Manage school purchasing process by placing orders with vendors, tracking delivery and maintaining inventory
School Operations
- Prepare for start-up/new school year by ordering furniture, equipment, and classroom supplies as well as ensuring that all school services (i.e., student food services, student transportation services) are in place
-
Work with BPS Human Resources Department to:
- process new hires and maintain employee records as appropriate
- track and follow-up on teacher certification and employee benefits as needed
- ensure compliance with all state, federal, and local employment laws and policies
- Ensure the maintenance of campus facilities by managing custodial personnel, BPS-contracted services and any third-party contracts
- Manage the school’s food and transportation services by coordinating with respective BPS departments responsible for provision of these services
- Manage the school’s technology resources and coordinate procurement of equipment and services from BPS
- Manage the school’s supply and asset inventory
School Administration
- Ensure the timely implementation of all items on the school calendar
- Ensure that the school is adhering to all local compliance and reporting requirements, as determined by BPS, the Principal and/or the DSNCS School Board
- Oversee the planning and execution of special school events
- Collaborate with other school leaders in the efficient administration of benchmark student assessments
- Ensure the timely production and distribution of student Progress and Report Cards
- Ensure that student records are properly maintained and updated at the school
Management and Leadership
- Directly supervise the clerical, food service and custodial staff
- Actively participate on the school’s leadership team
Qualifications
- Bachelor’s degree; graduate degree in business or public policy/administration preferred
- Minimum of 5 years professional experience, including 3 years in a leadership or management capacity
- Proven capacity to learn quickly and continuously
- Acute attention to detail and project completion
- Strong and tested ability to develop excellent teams and participate effectively on teams; a collaborative management style
- Proven ability to prioritize, balance, and complete complex projects across multiple sites simultaneously in the face of competing deadlines
- Demonstrated passion for and commitment to the BPE-BTR mission and educational model
- Sense of humor!
To Apply
Step 1: Complete an Employment Application at the following link: http://goo.gl/3gtFV
Step 2: After you have completed the Employment Application, email your cover letter and resume to jobs@bpe.org (subject field: “DSNCS Operations”). Alternately, you may also fax your materials to 617-227-8446, or mail them to:
Founding Lead Teacher, Grade K1, Dudley Street Neighborhood Charter School
- Teachers know students as individuals and as learners.
- Students are sense makers.
- Teachers must design instruction for all students to do complex thinking and work.
- High cognitive demand teaching requires knowledge of content and understanding of how students interact with that content, knowledge of how students learn, and setting clear instructional goals.
- The measure of good teaching is student learning.
- Build a culture where every student matters and participates.
- Maintain a consistent focus on student reasoning.
- Assess students’ understanding every day to inform instructional decisions.
- Ensure student read and write in all content areas in meaningful ways, on a regular basis.
- Promote a culture of excellence, characterized by high levels of transparency, shared responsibility, collaboration, organization, and efficiency.
- Serve as a mentor to resident and novice teachers as they work to develop their craft and engage in the process of becoming outstanding classroom teachers.
- Demonstrate deep commitment to professional learning and regularly facilitate the design and implementation of PD that is focused on driving exceptional outcomes for students.
- Lead the K1 team’s regular common planning time and data meetings.
- Lead K1 team in setting and reaching extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
- Teach with the mindset of preparing students to attend and complete a four-year college degree.
- Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to secure resources necessary to address these needs in collaboration with colleagues.
- Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
- Demonstrate and support team members in continuing to develop strong content knowledge.
- Ensure that K1 team meets the needs of a range of students, providing extra support, enrichment, or variation of work.
- Weave language acquisition, reading, and writing throughout the K1 team content.
- Create a welcoming environment where every student matters and participates.
- Establish K1 classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
- Ensure that K1 classroom space is designed to reinforce school values and culture with obvious, posted examples of outstanding academics and character.
- Lead a collaborative team of teachers to develop and track specific and ambitious yet attainable goals for each student.
- Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
- Lead the K1 team in using data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional decisions.
- Communicate in a positive, engaging, and meaningful way with students, families, and colleagues.
- Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges.
- Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
- Generate novel ways to involve the community and families with the learning process so that rich learning environments and holistic services are provided for students.
- Deep belief in the mission of Dudley Street Neighborhood Charter School.
- MA Teacher Certificate required (Early Childhood: Teacher of Students With and Without Disabilities), dual licensure in ESL or preferred.
- Masters Degree and minimum of five years teaching in an urban public school with a record of high student achievement.
- Ability to lead a tem of teachers and residents to meet a wide range of student skill, ability, and developmental levels in mixed-grade setting.
- Strong instructional skills; demonstrated mastery of and enthusiasm for subject matter.
- Unyielding commitment to students, self and school’s continuous learning and development
- Enthusiastic to reflect and grow as a teacher via coaching and feedback.
-
Maturity, humility, strong work ethic, sense of humor, and “can-do” attitude
To Apply
Founding Lead Teacher: Division One, Grades K2-1
- Teachers know students as individuals and as learners.
- Students are sense makers.
- Teachers must design instruction for all students to do complex thinking and work.
- High cognitive demand teaching requires knowledge of content and understanding of how students interact with that content, knowledge of how students learn, and setting clear instructional goals.
- The measure of good teaching is student learning.
- Build a culture where every student matters and participates.
- Maintain a consistent focus on student reasoning.
- Assess students’ understanding every day to inform instructional decisions.
- Ensure student read and write in all content areas in meaningful ways, on a regular basis.
- Promote a culture of excellence, characterized by high levels of transparency, shared responsibility, collaboration, organization, and efficiency.
- Serve as a mentor to resident and novice teachers as they work to develop their craft and engage in the process of becoming outstanding classroom teachers.
- Demonstrate deep commitment to professional learning and regularly facilitate the design and implementation of PD that is focused on driving exceptional outcomes for students.
- Lead the Division One team’s regular common planning time and data meetings.
- Lead Division One team in setting and reaching extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
- Teach with the mindset of preparing students to attend and complete a four-year college degree.
- Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to secure resources necessary to address these needs in collaboration with colleagues.
- Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
- Demonstrate and support team members in continuing to develop strong content knowledge.
- Ensure that Division One team meets the needs of a range of students, providing extra support, enrichment, or variation of work.
- Weave language acquisition, reading, and writing throughout the Division One team content.
- Create a welcoming environment where every student matters and participates.
- Establish Division One classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
- Ensure that Division One classroom space is designed to reinforce school values and culture with obvious, posted examples of outstanding academics and character.
- Lead a collaborative team of teachers to develop and track specific and ambitious yet attainable goals for each student.
- Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
- Lead the Division One team in using data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional decisions.
- Communicate in a positive, engaging, and meaningful way with students, families, and colleagues.
- Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges.
- Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
- Generate novel ways to involve the community and families with the learning process so that rich learning environments and holistic services are provided for students.
- Deep belief in the mission of Dudley Street Neighborhood Charter School.
- MA Teacher Certificate required (Early Childhood PreK-2 or Elementary, depending on grade level), dual licensure in ESL or SPED preferred.
- Masters Degree and minimum of five years teaching in an urban public school with a record of high student achievement.
- Ability to lead a tem of teachers and residents to meet a wide range of student skill, ability, and developmental levels in mixed-grade setting.
- Strong instructional skills; demonstrated mastery of and enthusiasm for subject matter.
- Unyielding commitment to students, self and school’s continuous learning and development
- Enthusiastic to reflect and grow as a teacher via coaching and feedback.
- Maturity, humility, strong work ethic, sense of humor, and “can-do” attitude.
Complete the Employment Application located here and click on the orange Apply button.
Founding Principal, Dudley Street Neighborhood Charter School
As part of its long-term strategic plan to increase impact, BPE-BTR will start up and operate its own schools to serve as outstanding settings for children and as rich training grounds for new teachers. BPE-BTR is seeking a talented, committed and entrepreneurial leader to launch and serve as founding principal of the Dudley Street Neighborhood Charter School, a new preK-5 school in Boston, started under the state’s Horace Mann charter school program. The principal is expected to create an environment which will foster the success of all students in the school by facilitating the development, communication, implementation and evaluation of a shared vision of excellence in teaching and learning. The school will begin with students in grades PreK through 2 in September 2012, and will grow by one grade per year. The school will be designed and built as a model training school for new teachers. The principal will report to the Board of DSNCS, and will play a lead role in designing the school, recruiting and selecting faculty, and building strong family and community partnerships. The ideal candidate will have demonstrated the ability to drive dramatic academic success as the leader of an urban, public school, and is energized by the possibility of founding and running an exemplary school for the students, families and faculty. The school will be a partner in the Boston Promise Initiative (BPI), led by the Dudley Street Neighborhood Initiative (DSNI).
Responsibilities
School Start-Up
- Recruits and selects highest quality instructional and support staff
- Leads the development of all school structures, including but not limited to: the instructional guidance system (curriculum, assessment, pedagogical approaches), schedule, professional development system, parent/community partnerships
- Build strong connections with BPI partner organizations
- Orients and inducts all staff to the culture and approach of the school
School Leadership
- Drives a culture of excellence, characterized by high levels of transparency, shared leadership, collaboration, organization and efficiency
- Represents the school to the local and broader communities
- Supervises the alignment, coordination and delivery of programs and curricula across grade levels and content areas
- Selects, inducts, supports, evaluates and retains high-quality instructional and support staff
- Collaborates with BTR staff to ensure the high-quality preparation of all BTR Residents placed at the school
- Provides professional development programs consistent with teachers’ instructional goals and students’ learning needs
- Maintains an educational philosophy and school climate which encourages collaboration and teamwork on the part of all teachers and students
- Employs a variety of processes for gathering, analyzing and using data for administrative decision-making and teaching practice
- Develops an effective plan for allocation of fiscal resources, including planning and submitting annual school budgets
- Promotes the development, implementation, attainment, and reporting of specific and measurable goals for student achievement
- Collaborates with teachers and instructional support personnel to achieve school goals
- Encourages and initiates continued improvement in curriculum and teaching methods in cooperation with content area coaches and teaching faculty
- Plans and conducts staff meetings and professional development activities that are focused on student outcomes
- Promotes effective communications and interpersonal relations among staff, parents, students and community members
- Maintains effective discipline and fosters a safe learning environment
- Identifies intellectual, physical, social and emotional needs affecting students’ success in school, and takes steps to direct and coordinate the efforts of partner organizations, teachers and parents with services, as necessary
- Monitors and reports on state and federal requirements
- Ensures content alignment with state standards
- Maintains accurate and timely student and teacher records for reference and reporting
- Performs all other acts that are reasonable and necessary to accomplish the goals of his/her position
Qualifications
- Master’s degree
- At least three years of experience as a principal or headmaster in an urban, public school setting
- Valid principal license in Massachusetts
- Leadership experience successfully motivating staff and resources towards a shared goal
- Experience with staff management including, but not limited to, the hiring, evaluation, and development of teaching faculty
- Experience working with teachers, parents, and community organizations to promote student learning
- Educational expertise, including, but not limited to, knowledge of curriculum, instructional techniques, student learning styles, and student assessments
- Administrative skills, including organizational, operational, and fiscal experience
- Excellent oral, written and interpersonal skills
- Strong partnership-building skills
- Strong computer skills required, including all MS Office software
- Sense of humor
To Apply
Step 1: Complete an Employment Application at the following link: http://goo.gl/3gtFV
Step 2: Email your thoughtful cover letter and resume to jobs@bpe.org (subject field: “DSNCS Principal”). Alternately, you may also fax your materials to 617-227-8446, or mail them to:
Boston Plan for Excellence-Boston Teacher Residency
Attention: DSNCS Principal
6 Beacon Street, Suite 615
Boston, MA 02108
Founding Teacher: Grades K1 and K2, Dudley Street Neighborhood Charter School
- Teachers know students as individuals and as learners.
- Students are sense makers.
- Teachers must design instruction for all students to do complex thinking and work.
- High cognitive demand teaching requires knowledge of content and understanding of how students interact with that content, knowledge of how students learn, and setting clear instructional goals.
- The measure of good teaching is student learning.
- Build a culture where every student matters and participates.
- Maintain a consistent focus on student reasoning.
- Assess students’ understanding every day to inform instructional decisions.
- Ensure student read and write in all content areas in meaningful ways, on a regular basis.
- Promote a culture of excellence, characterized by high levels of transparency, shared responsibility, collaboration, organization, and efficiency.
- Serve as a mentor to resident and novice teachers as they work to develop their craft and engage in the process of becoming outstanding classroom teachers.
- Demonstrate deep commitment to professional learning and participate actively in the design and implementation of PD that is focused on driving exceptional outcomes for students.
- Set and hold students to extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
- Teach with the mindset of preparing students to attend and complete a four-year college degree.
- Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to secure resources necessary to address these needs in collaboration with colleagues.
- Discuss, celebrate, and reinforce character as well as social-emotional skills.
- Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
- Demonstrate and continue to develop strong content knowledge.
- Model responses and provide visual anchors; lead students through guided and independent practice.
- Meet needs of a range of students, providing extra support, enrichment, or variation of work.
- Weave language acquisition, reading, and writing throughout the content.
- Create a welcoming environment where every student matters and participates.
- Establish classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
- Design classroom space to reinforce school values and culture with obvious, posted examples of outstanding academics and character.
- Work collaboratively in a team of teachers to develop and track specific and ambitious yet attainable goals for each student.
- Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
- Use data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional decisions.
- Communicate in a positive, engaging, and meaningful way with students, families, and colleagues.
- Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges.
- Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
- Generate novel ways to involve the community and families with the learning process so that rich learning environments and holistic services are provided for students.
- Deep belief in the mission of Dudley Street Neighborhood Charter School.
- MA Teacher Certificate required (Early Childhood PreK-2 or Elementary, depending on grade level), dual licensure in ESL or SPED preferred.
- Minimum of three years teaching in an urban public school with a record of high student achievement.
- Ability to teach a wide range of student skill, ability, and developmental levels in mixed-grade setting.
- Strong instructional and classroom management skills.
- Demonstrated mastery of and enthusiasm for subject matter.
- Unyielding commitment to students, self and school’s continuous learning and development
- Enthusiastic to reflect and grow as a teacher via coaching and feedback.
- Maturity, humility, strong work ethic, sense of humor, and “can-do” attitude.
Founding Teacher: Grade 1, Dudley Street Neighborhood Charter School
- Teachers know students as individuals and as learners.
- Students are sense makers.
- Teachers must design instruction for all students to do complex thinking and work.
- High cognitive demand teaching requires knowledge of content and understanding of how students interact with that content, knowledge of how students learn, and setting clear instructional goals.
- The measure of good teaching is student learning.
- Build a culture where every student matters and participates.
- Maintain a consistent focus on student reasoning.
- Assess students’ understanding every day to inform instructional decisions.
- Ensure student read and write in all content areas in meaningful ways, on a regular basis.
- Promote a culture of excellence, characterized by high levels of transparency, shared responsibility, collaboration, organization, and efficiency.
- Serve as a mentor to resident and novice teachers as they work to develop their craft and engage in the process of becoming outstanding classroom teachers.
- Demonstrate deep commitment to professional learning and participate actively in the design and implementation of PD that is focused on driving exceptional outcomes for students.
- Set and hold students to extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
- Teach with the mindset of preparing students to attend and complete a four-year college degree.
- Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to secure resources necessary to address these needs in collaboration with colleagues.
- Discuss, celebrate, and reinforce character as well as social-emotional skills.
- Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
- Demonstrate and continue to develop strong content knowledge.
- Model responses and provide visual anchors; lead students through guided and independent practice.
- Meet needs of a range of students, providing extra support, enrichment, or variation of work.
- Weave language acquisition, reading, and writing throughout the content.
- Create a welcoming environment where every student matters and participates.
- Establish classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
- Design classroom space to reinforce school values and culture with obvious, posted examples of outstanding academics and character.
- Work collaboratively in a team of teachers to develop and track specific and ambitious yet attainable goals for each student.
- Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
- Use data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional decisions.
- Communicate in a positive, engaging, and meaningful way with students, families, and colleagues.
- Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges.
- Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
- Generate novel ways to involve the community and families with the learning process so that rich learning environments and holistic services are provided for students.
- Deep belief in the mission of Dudley Street Neighborhood Charter School.
- MA Teacher Certificate required (Early Childhood PreK-2 or Elementary, depending on grade level), dual licensure in ESL or SPED preferred.
- Minimum of three years teaching in an urban public school with a record of high student achievement.
- Ability to teach a wide range of student skill, ability, and developmental levels in mixed-grade setting.
- Strong instructional and classroom management skills.
- Demonstrated mastery of and enthusiasm for subject matter.
- Unyielding commitment to students, self and school’s continuous learning and development
- Enthusiastic to reflect and grow as a teacher via coaching and feedback.
- Maturity, humility, strong work ethic, sense of humor, and “can-do” attitude.
Technology Manager
The Boston Plan for Excellence-Boston Teacher Residency (BPE-BTR) is committed to being a data-driven organization and is in the process of developing new systems by which to collect and analyze data for the purposes of improving organizational productivity and evaluating program performance. BPE-BTR is also interested in improving its infrastructure for supporting communication and collaboration.
Responsibilities
Reporting to the Chief Operating Officer but working closely with the leadership of both the Program and the Research & Data teams, the Technology Manager will be responsible for the development and maintenance of all processes and infrastructure for the capture, storage, integration, reporting, and visualization of BPE-BTR’s enterprise data. This position will also be responsible for broader technology planning, ensuring the efficient and effective use of BPE-BTR’s technology resources, and managing relationships with vendors who provide or maintain aspects of BPE-BTR’s technology and communications infrastructure.
1. Database Development, Administration, and Support (50 percent): Manage the development and adoption of new data systems across BPE-BTR as well as the integration and refinement of legacy systems.
a. Manage the organization’s transition to Salesforce.com cloud computing platform:
- Work with various teams (Program, Research, Operations) to document their business process requirements and translate those into system specifications
- Foresee data requirements of the organization and design appropriate data model
- Customize Salesforce and develop new data capture and reporting functionality to meet the needs of users.
- Define and implement processes to validate data quality and maintain data integrity.
- Migrate existing data to the new system.
b. Provide day-to-day operational support and maintenance for data systems:
- Implement enhanced functionality and upgrades as new needs and use cases arise.
- Create new tables, forms, reports, and dashboards as necessary.
- Investigate and resolve data quality issues.
- Develop interim data collection and reporting tools and processes during transitions to new applications or systems.
c. Oversee the work of external consultants contracted to implement technically complex aspects of systems development.
2. Technology Planning (10 percent): Develop and manage the implementation of a strategic technology plan for the organization, in conjunction with BPE-BTR’s Chief Operating Officer.
- Identify opportunities to use technology more strategically to advance the mission of BPE-BTR.
- Identify gaps and inefficiencies that could benefit from technology solutions, and define and systematize business processes to increase productivity.
- Develop and execute a plan for consolidating onto fewer data systems and platforms over time, and for ensuring that remaining systems interface with one another.
- Research IT solutions as requested and provide recommendations.
3. Ensuring efficient and effective use of BPE-BTR’s technology resources (15 percent):
- Developing and implementing user trainings and on-going support
- Maintaining on-going customization and administration of BTR’s website, Intranet (myBTR), and recruitment and application systems (Apply Yourself and EMT Connect from Hobsons).
- Monitor technology trends and maintain current knowledge of cutting-edge practices.
4. Providing Tier One technology support for staff (15 percent):
- Anticipates, troubleshoots and resolves basic desktop technological issues for staff
- Manages the organization’s telecommunications system
- Provides employee training in Outlook, network access, remote network access, basic office applications, etc.
5. Vendor Management and Technology Coordination (10 percent): Manage relationships with and work plans for IT vendors.
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Oversee vendors responsible for the activities such as:
- Managing and maintaining network infrastructure (Cleverminds, Tidal Communications)
- Hosted Microsoft Exchange (Apptix)
- Intranet (Isovera)
- External Website upgrades and other development (Mightyspark, Boathouse).
- Recommend and execute processes and best practices important to a safe and secure IT operation, including maintaining scheduled upgrades and backups, updating documentation, reviewing logs, etc.
- Create and maintain a protocol for responding to IT help requests.
Qualifications
- Bachelor’s degree with minimum of 3-5 years of relevant information technology experience in a professional environment
- Demonstrated experience with cloud computing/CRM systems; experience with Salesforce.com strongly preferred, and Salesforce.com certification desired but not necessary
- Expertise in database architecture, design, and development
- Experience designing and implementing Web applications with forms, reports, and dashboards accessing relational databases
- Experience with Windows servers and collaboration tools
- Strong communication skills, with the ability to interact with end users, understand their “business” needs, and translate those needs into technical requirements
- Strong business process analysis skills with experience developing and documenting process flows, defining and functional requirements
- Excellent project management skills
- Ability to work independently, but also a strong team player
- Demonstrated ability to work in a fast-paced multi-tasking environment while producing high quality output
- Creativity and strong problem-solving skills
- Sense of humor
- Flexibility
- Belief in BPE-BTR’s mission and commitment to the success of students in Boston Public Schools
Salary: $60,000-70,000 plus benefits, depending on qualifications and experience
TO APPLY
Step 1: Complete an Employment Application at the following link: http://goo.gl/3gtFV
Step 2: After you have completed the Employment Application, email your cover letter and resume to jobs@bpe.org (subject field: “Technology Manager”). Alternately, you may also fax your materials to 617-227-8446, or mail them to:
Boston Plan for Excellence-Boston Teacher Residency
Attention: Technology Manager
6 Beacon Street, Suite 615
Boston, MA 02108
BPS School-Based Jobs
BPE-BTR is working with partner schools to identify and hire outstanding instructional coaches to support their turnaround efforts. Please see links to the open positions below or contact Dan Restuccia, Turnaround School Manager at drestuccia@bostonteacherresidency.org for more information.
Elementary Literacy Coach (Dever-McCormack K-8)
