Job Information
Boston Public Schools ESY - STRIVE Teacher (Summer 2025) in Boston, Massachusetts
Job Details
Job ID: 5015825
Job Description
ESY - STRIVE Teacher (Summer 2025)
THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY
This position is for the STRIVE program for students aged 18-22 only.
Important Notice: Mandatory Safety Care Certification for ESY Employment:
To be eligible to work Extended School Year (ESY), a Safety Care Certification is required. You must present a valid certificate at your interview or provide proof of enrollment in a Safety Care training no later than June 1, 2025. Failure to meet this requirement will result in the rescinding of your job offer. Please note, that Safety Care Certification is a mandatory prerequisite for this position, and we do not offer compensation for fulfilling this requirement.
PROGRAM DESCRIPTION: Extended School Year (ESY) offers specialized services to students with disabilities. The decision to provide ESY is made by the IEP Team, who assesses the necessity to minimize substantial regression and reduce substantial recoupment, ensuring effective progress for the students. The IEP Team also evaluates the level of needs and recommends specific IEP services during ESY based on individual student requirements. The determination of ESY services is made according to the IEP Team's identification, focusing on the student's individual needs and aligning with the delivery of targeted ESY goals and objectives.
REPORTS TO: The position reports to the ESY Site Coordinator, who works in close collaboration with the Director of Extended School Year and Expanded Learning in the Office of Specialized Services & Director of Transition. For questions about this position, please email esy-hiring@bostonpublicschools.org .
When you are hired to work the Extended School Year (ESY) program, you are committing to the entire duration of the program. This means that your assignment may involve working at different sites, as staffing needs arise. Flexibility in location is an essential requirement of the position, and by accepting this job offer, you agree to be available for reassignment to various sites as needed throughout the program.
PROGRAM SCHEDULES:
Wentworth Training Program: The instructional hours for students at the Wentworth Training Program are 5 hours per day, 5 days per week, for 11 weeks from June 23 to September 1, 2025.
The Teacher is expected to:
Work all days of the program.
Independently plan lessons to prepare students for work-based learning opportunities.
Terms:
Anticipated maximum of 396 hours, based on 6 hours per day, 5 days per week, for 11 weeks.
DISC AND STRIVE Opportunities: The instructional hours for students DISC AND STRIVE Opportunities are 5 hours per day, 5 days per week, for 6 weeks from July 7 to August 15, 2025.
The Teacher is expected to:
Work all days of the program.
Independently plan lessons to prepare students for work-based learning opportunities.
Attend Mandatory Professional Development (PD) that will take place on June 25 and June 26, 2025.
Complete Progress Reports ESY 2025 Progress Report Payment Guidelines (https://docs.google.com/document/d/1QL2X-a7rLLnAVjBye78ueA6EO012_77dIUt_l61t9W0/edit?usp=sharing)
Terms:
Anticipated maximum of 180 hours, based on 6 hours per day, 5 days per week, for 6 weeks.
STRIVE Exploration: The instructional hours for students STRIVE Exploration are 5 hours per day, 5 days per week, for 5 weeks from July 7 to August 8, 2025.
The Teacher is expected to:
Work all days of the program.
Independently plan lessons to prepare students for work-based learning opportunities.
Attend Mandatory Professional Development (PD) that will take place on June 25 and June 26, 2025.
Complete Progress Reports ESY 2025 Progress Report Payment Guidelines (https://docs.google.com/document/d/1QL2X-a7rLLnAVjBye78ueA6EO012_77dIUt_l61t9W0/edit?usp=sharing)
Terms:
Anticipated maximum of 150 hours, based on 6 hours per day, 5 days per week, for 5 weeks.
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:
Provide direct individual, small group, and/or large group instruction to address students’ IEP goals/objectives. Instruction will focus on transition skills.
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 culture in which all students are respected.
Collaborate with STRIVE CCFs to improve instructional practices and support student work site behavior.
Supervise students at work sites and ensure technical skill-building.
Supervise safe arrival and dismissal of all students assigned to their classroom.
Identify program equipment and materials needed and care for program materials and resources.
Provide and document safety training on all equipment and tools used by students in the program.
Supervise breakfast and lunch, field trips, and other activities.
Consult with related service providers to address students' needs.
Maintain timely student attendance and progress records.
Provide students, families, site coordinators, and program staff with relevant and timely data, including monitoring and reporting student's progress to prevent regression as outlined in the program. Administer assessments including Work-Based Learning Plans at the beginning and end of the program.
Participate in all scheduled professional development.
Engage as a partner in planning and problem-solving.
Provides support during arrival and dismissal, as outlined by the site coordinator.
Perform other related duties as requested by the ESY Site Coordinator or Director of Operations & Service Implementation.
Adhere to ESY handbook policy (https://docs.google.com/document/d/1K5yzOYtn1hifZrBn5xMQnO22vajoWxHfCbgbHTW5zsM/edit?tab=t.0) and ensure compliance with policy across the site
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
Set 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 Knowledge
Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires.
Demonstrate understanding for 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 Instruction
Scaffold 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 Proficiency
Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Parent/Family Engagement
Engage with families and build collaborative, respectful relationships in service of student learning.
Professional Reflection & Collaboration
Regularly 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.
TERMS:
The individual who is hired to this position agrees to the 2025 BPS Summer Employment Terms (https://docs.google.com/document/d/1ZfsrEFHXX6hI4vddcfVNHhjA4rrtFFisBKuEN6IZ_e4/edit?tab=t.0) .
This position is paid hourly at a rate of $56 per hour of instructional time on the Boston Public Schools bi-weekly payroll schedule.
This position is paid hourly at a rate of $40 per hour for the time estimated to complete all non-instructional responsibilities.
Additional work hours that exceed the (6) hours in a day will require approval from the Director of Extended School Year & Expanded Learning.
Please be advised that pursuant to Massachusetts and Federal law, BPS considers site coordinators to be professional employees (or exempt employees), and they are expected to work as long as necessary to complete the required work.
The individual who is hired to this position consents to electronic sign-in procedures on site, that is retained by BPS exclusively for audit and sign-in verification (payroll).
Failure to report to work on a given day of instructional time will result in a loss of pay for that day.
Job offers are conditional and based on sufficient student enrollment/attendance.
QUALIFICATIONS - REQUIRED:
Bachelor’s degree.
Massachusetts Educator Licensure in Vocational Education and/or Moderate Disabilities, Severe Disabilities, Early Childhood Special Education, and/or Special Education Administrator.
Experience teaching students with one or more of the following disabilities:
Autism, Intellectual Impairment, Multiple Disabilities, Physical Disabilities, Specific Learning Disability, and/or Emotional Impairment.
Current Safety-Care certification.
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.
Previous experience in teaching transition skills.
For STRIVE Opportunities:
Experience teaching: Culinary Arts, Custodial, Facilities, Bicycle Mechanics, Automotive Detailing, Horticulture
For STRIVE Exploration:
Experience teaching: Culinary Arts, Auto Detailing, Facilities, Business Technology, Visual Design, Woodworking, Marketing
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, and Somali.
STRIVE also values candidates who are fluent in American Sign Language (ASL) or candidates who are experienced in using facilities maintenance equipment at university campuses.
NONDISCRIMINATION POLICY
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.
Position Type: Not provided
Positions Available: 999
Job Categories
Seasonal/Other Opportunities, Summer Camps/Programs