STIPEND OPPORTUNITY: BPS BE/ACTT Writing Tutor and Mentor (SY25-26)

Job title: STIPEND OPPORTUNITY: BPS BE/ACTT Writing Tutor and Mentor (SY25-26) in Boston, MA at Boston Public Schools
Company: Boston Public Schools
Job description: Job Details:Boston Public Schools are currently hiring for SY24-25. Please apply to positions for which you are qualified and prepare for virtual interviews, demo lessons, and other remote hiring practices!Please note that after July 1, the Office of Human Resources will not approve lateral moves between schools. This is to minimize vacancies arising close to the start of the school year.If you are searching for a teaching position in BPS, we strongly encourage you to visit and RSVP for where you can learn more about the hiring process, access hiring supports, and find opportunities to connect with school leaders.To begin a new application, choose a job from the listings below. After your application is complete, you will receive a confirmation number and your information will be saved, allowing you to return at any time to submit additional applications. Please remember your username and password for use on future applications.Need help or have a question about your application? Please check the first.IF YOU ARE EXPERIENCING TECHNICAL ISSUES WHILE TRYING TO APPLY, please try clearing your browser cache and cookies, or check the for more information. You can also for chat or email support from our vendor's technical support team (use District Name: Boston), or call them at (877) 974-7437.Job Description:Stipend OpportunitySCHOOL YEAR: 2025-2026POSITION TITLE: BPS BE/ACTT Writing Tutor and MentorThe BPS Bilingual Education/Accelerated Community to Teacher (BE/ACTT) Program is seeking exceptional educators to provide writing support and mentor aspiring teachers accepted into the SY 2025-2026 BE/ACTT Cohort.REPORTS TO: BE/ACTT Aspiring Teacher CoachBACKGROUND:Boston Public School’s Teacher Pipeline Programs (BPS TPP) are part of the larger strategy of the Office of Retention, Cultivation and Diversity (RCD) Programs to address the demand for highly qualified, equity-minded and racially literate teachers for Boston’s classrooms. Our core belief is that the next generation of Boston’s teachers are in the schools, homes, and communities of Boston right now. This permeates all the work we do. BPS TPP are multigenerational, community-based teacher preparation programs for preservice and in-service teachers. We represent the third generation of teacher preparation programs in the US - (Kretchmar & Zeichner, 2016)- where our candidates are prepared to work in solidarity with their families and students by interrupting racism and interrogating anti-Blackness at personal and systemic levels using the (Sealey-Ruiz 2020). Our teacher preparation programs are unique: we are among the few nationally and certainly the state’s only locally-embedded, state-approved, multigenerational, “grow your own'' educator preparation program. The flagship program of BPS TPP is the Bilingual Education/Accelerated Community to Teacher Program.Bilingual Education/Accelerated Community to Teacher Program (BE/ACTT):The Boston Public Schools BE/ACTT program is part of an overarching strategy to increase and improve the diversity of exemplary multilingual teachers in the district’s teacher pipeline. The BE/ACTT program identifies and develops Boston residents, paraprofessionals, and career-changers who are passionate about teaching in BPS. This intensive, no-cost 12-month program is designed to prepare interested residents of the Boston community who hold a Bachelor’s degree and have experience working with children in a classroom setting to become SEI endorsed teachers with a provisional license. All BE/ACTT complete RETELL coursework as a part of this program. Program participants develop their teaching skills in a cohort and learn from highly-skilled BPS teachers and university partners through a rigorous, interactive experience. Participants are required to prepare a competency-based hiring portfolio and participate in a pre-practicum experience in classrooms that include ELs. Program faculty use each participant’s learning portfolio, classroom participation, and mentor teacher feedback from their teaching experiences to determine a candidate’s readiness for a full-time teaching role as SEI endorsed teachers.JOB RESPONSIBILITIES:

• Plan for 1-on 1 or small group instruction for BE/ACTT cohort members who need writing tutoring for resume building, cover letter writing, Philosophy of Education writing, portfolio building, and overall lesson plan and curriculum writing. This will be case-by-case, depending on the needs of the candidates in the cohort

• Instruction is based on the needs of cohort members to pass C&L MTELs and complete required program assignments

• Regular outreach to assigned BE/ACTT candidates

• Host weekly office hours where candidates can receive support

• Facilitate 1:1 tutoring sessions with regularity, flexibility and adaptability

• Instructors are required to keep record of meetings & attendance, and to provide timely and thorough feedback on assessments.

• Collaborate as a team member with the BE/ACTT Instructional, Mentoring, and Design Teams to support BE/ACTT program goals. This includes attending monthly planning meetings.

• Implement BE/ACTT Program learning goals and objectives, in alignment with the MA Educator Evaluation Rubric.

• Establish and maintain a confidential, trusting, and professional relationship with cohort members.

• Provide ongoing quality feedback on all assignments and offer direct mentorship to cohort members, and maintain grades in an online grade book.

Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Resources 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 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 the content area and the pedagogy it requires

• Demonstrates understanding of 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

• Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

• Parent/Family Engagement

(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.

QUALIFICATIONS__REQUIRED:

• Education: Hold a Master's degree.

• Hold a Massachusetts Teaching License in ESL

• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.

• Meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.

• Strong facilitation and presentation skills

• Communicate digitally using the BPS e-mail system, Google Drive, and other digital resources

• Demonstrate commitment to diversity and equity, closing the achievement gap, and ensuring all students have access to the highest quality instruction

• Possess mastery of pedagogical and subject matter skills

• Strong interpersonal skills, ability to work effectively with a team, fostering collaboration and growth

• Expertise in designing and implementing standards-based instruction

• Flexibility and adaptability in instruction; ability to work with the cohort to accomplish goals

• Commitment to professional growth and learning

• Experience facilitating and building relationships with adult learners

• 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

• Hold multiple Massachusetts teaching certifications for Bilingual Endorsement, Moderate or Severe Disabilities, or ESL

• Hold either a Massachusetts ESL License at the appropriate level or SEI Endorsement

• Hold a Masters degree in Education

• Experience leading Professional Development and adult learning at the school or district level

TIME COMMITMENT/COMPENSATION:

• Providing feedback asynchronously or with 1:1 sessions via virtual conference (approximately 50 hours)

• Individual conferencing hours for writing support and mentoring as needed (approximately 20 hours)

• Individual or small-group portfolio, job hiring, and graduation support via virtual conference (approximately 20 hours)

• Attend up to 5, but not less than 2 Saturdays sessions 9am-3pm as needed (30 hours)

• Attend and participate in Demo Day March 2026

• 6-8 monthly planning meetings via video conference with BE/ACTT Aspiring Teacher Coach and other content cohort instructors (September 2025 - June 2026): approximately 16 (2 hours per meeting - specific dates TBD)

• Attend Graduation Day on a Saturday in June 2026: approximately 2.5 hours

Compensation: Flat Rate $6,000All interested candidates, please apply by Sunday, June 1st, 2025.Contact: Ivelisse Santos-Hicks, BE/ACTT Aspiring Teacher Coach at [email protected].As an affirmative action/equal opportunity employer we actively seek applications from candidates of color, women, and candidates committed to our focus on children.
Expected salary: $6000 per month
Location: Boston, MA
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