Require New Teacher Developer (SY23-24) in Boston, MA - Model, CO

Job title: New Teacher Developer (SY23-24)
Company: Boston Public Schools
Job description: Title: New Teacher Developer (NTD), Full-Time Position

Reports to: Director of New Teacher Development

Terms: BTU - Approximately August 15 - June 15. The work for a full-time NTD will be 183

days, an additional 18 hours per year, and an additional 2.5 hours per week. NTDs will receive a 5% differential for additional time worked. Compensation will be retirement worthy.

Overall Description: Boston Public Schools is creating a seamless system of support and development to facilitate the growth of teachers, from induction year to permanent status, to leadership roles within the district. New Teacher Developers are at the forefront of this effort, working intensively with novice teachers on curricular planning, creating a safe and welcoming classroom environment, and best practice instructional strategies for diverse learners. New Teacher Developers are a cadre of skilled, experienced teachers engaged in mentoring and coaching first-year teachers in BPS, and who support the development of BPS early career teachers more generally. NTDs also facilitate professional development for part-time NTDs and early career teachers.

New Teacher Developer Responsibilities: Full-time NTDs conference, model, co-teach, observe, and provide support in all the areas that are challenging for beginning teachers during their first year of teaching. They support induction activities for new teachers including classroom-based coaching, and help to coordinate BPS New Teacher Institute (NTI). NTDs use tools and documentation developed by BPS and are expected to participate in planning and facilitating professional development provided throughout the year to develop new teachers' practice and to assist other NTDs in developing their coaching, mentoring and leadership skills.

Coaching and Mentoring Support:

• Accelerate the development of up to 14 novice teachers to be effective teachers in the first year by proactively managing their performance throughout the entire school year.
• Observe new teachers regularly to assess proficiency in specific teaching skills and identify development areas.
• Analyze novice teacher performance to determine the most important skills for improvement and align support to ensure growth.
• Collaborate with colleagues to secure and analyze high-quality teacher performance and student achievement data to assess new teachers' effectiveness in raising student achievement.
• Contribute to district initiatives to improve instruction, including instructor quality and curricular knowledge.
• Accommodates for the scheduling needs of new teachers
• Coordinate with other teacher training/professional development programs and initiatives to support beginning teachers as appropriate.
• Promote the development of a professional learning community among new teachers.
• Provide on-site (and virtual) support to the beginning teachers at various schools, using a variety of support and assessment strategies focused on the beginning teachers' needs. Such support and strategies include, but are not limited to:

• Helping teachers with classroom set-up and planning in preparation for the first days of school.
• Facilitating the orientation and induction of beginning teachers into BPS (including support with navigating payroll, health insurance, online curricular materials, professional development registration, TeachPoint, EdPlan, etc.)
• Regularly conferring with beginning teachers and assisting them to plan for, reflect on, and analyze their practice.
• Reviewing student work to inform instruction and enhance student achievement.
• Helping to plan, participate in, and facilitate exemplary teacher observations for beginning teachers.
• Modeling, as appropriate, innovative teaching methodologies through techniques such as team teaching, demonstrations and simulations.
• Assisting beginning teachers to identify instructional resources, additional support and professional development in the school community as well as the district.
• Supporting beginning teachers with strategies to engage and communicate effectively with parents, guardians and other caretakers.
• Helping beginning teachers to develop and periodically reflect on professional teaching goals using the Massachusetts Teaching Standards and BPS Vector Solutions.
• Maintain and submit documentation of work with each assigned new teacher. This may include, but is not limited to:

• Interaction logs detailing support
• Videos of coaching/mentoring support

Collaboration with School and Program Administrators:

• Communicate with school administrators and NTD Program administrators
• Partner, in a non-administrative capacity, with school administrators and other school staff members to enhance support for beginning teachers.
• Communicate with school administrators about induction requirements, best practices, quarterly updates, and new teacher placements
• Communicate regularly with school administrators to promote, coordinate and help facilitate school-based professional learning communities amongst novice teachers
• Meet regularly with New Teacher Development program leadership

*NTDs will have no role in new teachers' performance evaluations.

Professional Development and Leadership:

• Participate in planning and facilitating professional development and workshops for new teachers and early career teachers.
• Assist in the planning and facilitation of annual BPS New Teacher Institute (NTI)
• Participate in professional development to grow own coaching, mentoring and leadership skills relevant to the NTD role
• Actively contribute to the support of overall program goals by building personal leadership capacity and assuming leadership responsibilities
• Contribute to the planning and facilitation of part-time NTD professional development

Required Qualifications:

• Five full years of teaching experience under valid Massachusetts teaching license
• Demonstrated commitment to diversity and the closing of opportunity gaps by ensuring all students access to the highest quality instruction
• Mastery of pedagogical skills and content knowledge
• Strong interpersonal skills; able to work effectively with others, foster collaboration, and enhance team growth
• Strong communication skills, both written and verbal
• Strong technological skills, including proficiency with BPS email system, the Google Suite, and other digital resources
• Demonstrated expertise in unit/lesson design, and implementing effective instructional practices
• Demonstrated commitment to professional growth and learning
• Ability to track and analyze data
• Strong facilitation and presentation skills
• Experience leading professional development and creating learning opportunities for teachers

Preferred Qualifications:

• Permanent teaching status in BPS as of 2022-2023 school year
• Experience teaching students with disabilities and English Learners
• Prior experience with coaching and/or mentoring teachers

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 relatiation or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Job Title : New Teacher Developer (SY23-24)

Primary Location : Central Office - Chief Academic Officer

Salary Range : 1.0 FTE

Shift Type : Central Office
Expected salary:
Location: Boston, MA - Model, CO

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