SY23-24 SEZP Emerging Bilinguals' Academy Literacy Instructor
Springfield Public Schools
Location
Springfield, MA | United States
Job description
SY23-24 SEZP Emerging Bilinguals' Academy Literacy Instructor
Grade Level: 6-12
Program Start Date: October, 2023
2023-2024 SEZP Emerging Bilinguals' Academy: The Program Over the past five years, the Springfield Empowerment Zone Partnership (SEZP) has facilitated an Emerging Bilinguals' Academy to help foster the language development of English Language Learners from SEZP schools. Building on the success of this program, the 2023-2024 SEZP Emerging Bilinguals' Academy will continue to run from fall to spring and will specifically target Level 1-2.4 emerging bilinguals who have the highest need for English language development.
The vision for the Emerging Bilinguals' Academy is as follows:
- Emerging bilinguals at Levels 1-2.4 will build critical language skills, focusing on improvement of reading and writing abilities through leveled read aloud, phonics, and targeted writing curriculum.
- In response to ACCESS data, the 23-24 EBA will also include and emphasis on skill development in the area of speaking
- Instruction will be informed weekly by data collected through reading conferences, oral phonics assessments, and writing exit tickets.
- In addition to supporting student language development, we will grow teacher skill in active monitoring and data analysis through daily data meetings and practice sessions focused specifically on key language levers.
Program Dates The Emerging Bilinguals' Academy is virtual via Zoom and will take place on the following dates (subject to change):
- Fall Instructor Training:
- Fall Session:
- 10/14/2023
- 10/21/2023
- 10/28/2023
- 11/4/2023
- 11/18/2023
- 12/2/2023
- 12/9/2023
- 12/16/2023
- 1/20/2024
- 1/27/2024
- 2/3/2024
- 2/10/2024
- 3/2/2024
- 3/9/2024
- 3/16/2024
- 3/23/2024(End of year Celebration)
2023-2024 SEZP Emerging Bilinguals' Academy: The Team The SEZP Emerging Bilinguals' Academy is designed with a focus on providing students with high-quality instruction that focuses on research-based methods for aiding language development. We believe the following instructional practices are key to our success:
- Commitment to Student Feedback: We recognize the great impact effective feedback
can have both on improving student learning outcomes and developing strong relationships with students. We commit to building our practices as educators for giving effective student feedback, particularly through building our active monitoring protocols.
- Regular Data Collection and Reflection Practices: We recognize the relationship of
high-frequency progress-monitoring, analysis of regular data, and use of data to devise personalized treatment plans to improve student learning outcomes and develop strong relationships with students. We commit to building our practices as educators for giving effective data analysis and management as a practitioner team.
In order to develop our instructional methods honed to effectively meet the aforementioned goals, we are seeking candidates who hold the following mindsets:
- Strengths-Based, Growth Mindset: We believe that all students and teachers bring incredible strengths with them. We want to celebrate and capitalize on these strengths as we work to become better educators to help our students develop English language abilities. As we strive to help students recognize that, through hard work, perseverance, and relationships with trusted adults, they can continue to improve and learn, we constantly embody this mindset in our work as educators as well through commitment to practice and professional development.
- One Team, One Mission: We recognize that when we work as one collective team, we are more
effective for students. We commit to collaboration, consistency, and communication as we strive to build a cohesive team of educators. Additionally, we recognize that there will be times we will need to step out of our roles and do whatever it takes to help us achieve our mission of helping 100% of students make growth in their English language development.
2023-2024 SEZP Emerging Bilinguals' Academy: The Commitment All staff are required to attend all teaching and training dates. Staff are expected to disclose any potential absences they anticipate having during the hiring process. These potential absences will be considered on a case-by-case basis. If staff are absent during any of the Emerging Bilinguals' Academy dates without prior approval, their employment with the Emerging Bilinguals' Academy may be terminated at that time.
2023-2024 SEZP Emerging Bilinguals' Academy: What You Will Do Position Responsibilities:
- Execute with fidelity the provided curriculum and guidelines for instruction to classes of no more than 10 - 15 students
- Help develop intervention strategies for students who are not making adequate progress
- Support the Data Management & Analysis process with academy leaders
- Maintain weekly attendance, classwork, and participation data in the online data collection platform
- Give and score exit tickets after each lesson, recording data in the online data platform
- Participate in weekly data reflection protocols to identify targeted interventions for individual students
- Help to compile Progress Report data in the fall and spring
- Create a homeroom community that is welcoming to students and incentivizes attendance
- Support students during community-building enrichment activities along with academic work
Desired Qualifications: - Experience with phonics, LLI, or early writing instruction
- Proven track record of effective instruction
- Experience teaching emerging bilinguals or early readers
- Ability to attend all dates throughout the year
Benefits: Selection as a Literacy Instructor recognizes an individual for his/her outstanding instructional capacity and commitment to urban education. The Emerging Bilinguals' Academy experience will also give the Literacy Instructor the opportunity to grow his/her expertise in intervention strategies that can carry over during the regular school year in a highly supportive learning environment. In addition, the instructor will receive:
- Stipend of $7,000 paid in three installments after 11/18/2023, 2/10/2024, and 3/23/2024
- Coaching, training, and curriculum provided, along with coaching support throughout the year
Nondiscrimination Statement The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, religion, national origin, or sexual orientation, disability or homelessness.
Title IX Notice of Nondiscrimination Springfield Public Schools does not discriminate on the basis of sex in admission, administration of its educational programs or activities or employment. Springfield Public Schools is required by Title IX and its implementing regulations at 34 C.F.R. Part 106 not to discrimination on the basis of sex in admission, administration of its educational programs or activities or employment. The Senior Administrator of Human Resources, Kathleen O'Sullivan, Springfield Public Schools, 1550 Main St. Springfield MA, 011103, 413-787-7100, ext. 55428, has been designated as the employee responsible for coordinating Springfield Public Schools efforts to comply with and carry out its responsibilities under Title IX. Inquiries concerning the application of Title IX and its implementing regulations at 34 C.F.R. Part 106 to Springfield Public Schools may be referred to Kathleen O'Sullivan or to U.S. Department of Education, Office for Civil Rights, 400 Maryland Ave., SW Washington, DC 20202-1100, telephone 800-421-3481.
It is the policy of the Springfield Public Schools not to discriminate on the basis of sex, race, color, religion, national origin, gender or gender expression, veteran status, disability or sexual orientation in its educational programs, activities or employment policies as required by Title IX of the 1972 Education Amendments, Chapter 622 of the Massachusetts General Laws, and Section 504 of the Rehabilitation Act of 1973.
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