Stipend Opportunity: BPS Teaching Fellowship Early Literacy Instructor (SY25-26)
Job title: Stipend Opportunity: BPS Teaching Fellowship Early Literacy Instructor (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: 2025-2026, Summer 2025POSITION TITLE: BPS Teaching Fellowship Early Literacy InstructorThe BPS Teaching Fellowship is seeking exceptional educators who are licensed reading specialists and/or trained to instruct Language Essentials for Teachers of Reading and Spelling (LETRS) or other evidence-based literacy programs such as IMSE Orton Gillingham Comprehensive. This instructor will teach a total of 7 sessions on Early Literacy instruction, including topics such as: phonemic awareness, decoding, encoding, fluency, language comprehension, vocabulary, reading comprehension, and writing.REPORTS TO: Director of Teacher Pipeline ProgramsBACKGROUND:Boston Public Schoolâs 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 Bostonâs classrooms. Our core belief is that the next generation of Bostonâs 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 USâ (Kretchmar & Zeichner, 2016)âwhere our candidates are prepared to work in solidarity with their families and students by interrupting racism 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 stateâs only locally-embedded, state-approved, multigenerational, âgrow your own'' educator preparation program. The flagship program of BPS TPP is the Bilingual Education/Accelerated Community to Teacher Program.BPS Teaching Fellowship (BPSTF) is the only district-based, DESE-approved educator preparation program that provides Moderate Disabilities and/or ESL endorsement for Initial Licensure. This is an in-district initial licensure program geared toward increasing the number of licensed ESL and Moderate Disabilities teachers who remain in the district. BPSTF specialists guide Fellows, who are beginning BPS teachers of record, through DESEâs Candidate Assessment Portfolio (CAP) process, alongside teaching them required coursework. Once participants become SEI endorsed classroom teachers in BPS through BE/ACTT, they are eligible to apply to the BPSTF.Beginning in SY24-25, DESE is requiring all educator preparation programs in the state to include Early Literacy curriculum.JOB RESPONSIBILITIES
Instruct 7 three-hour evening sessions (3 virtual, 4 in-person) in the following manner for the 38 BPS Teaching Fellows. The schedule is as follows:
Monday, Jul 28, 5-730pVirtualSession 1Language Comprehension and Vocabulary (B1 & B2)Wednesday, Jul 30, 5-730pVirtualSession 2Part 1: Phonemic Awareness, Decoding, Encoding, Fluency (C1-5)Thursday, Jul 31, 5-730pVirtualSession 3Part 2: Phonemic Awareness, Decoding, Encoding, Fluency (C1-5)Monday, August 4, 5-730pVirtualSession 4Part 1: Reading Comprehension (D1-5)Thursday, August 7,5-730pVirtualSession 5Part 2: Reading Comprehension (D1-5)Monday, August 11,5-730pVirtualSession 6Part 1: Writing (E 1-5)Thursday, August 14, 5-730pVirtualSession 7Part 2: Writing (E 1-5)
Design course syllabus and teacher preparation curriculum that adheres to
Prepare an assessment for each session, to be submitted on Google classroom
Submit a syllabus prior to the first class taught (on or around July 9,2025)
Collaborate with the Director of Teacher Pipelines as well as BPSTF specialists to ensure instruction is robust and meaningful for the Fellows
Attend 7 30-minute planning meetings with the Director and a specialist the week prior to each class taught. The purpose of this meeting is to review the upcoming lesson in its entirety in order to get feedback from Fellowship staff for final revisions prior to teaching the session.
Establish and maintain a confidential, trusting, and professional relationship with cohort members.
Provide ongoing quality feedback on all assignments
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 studentsâ 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 studentsâ 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.
QUALIFICATIONSâREQUIRED
Hold a Massachusetts reading specialist license
Hold a Masters degree in Education
Hold either a Massachusetts ESL License at any level or SEI Endorsement
Experience leading Professional Development and adult learning at the school or district level
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
Experience designing curriculum for teacher to engage in early literacy instruction
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 opportunity gap, and ensuring all students have access to the highest quality instruction
Strong interpersonal skills and an 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
QUALIFICATIONSâPREFERRED
Hold a Massachusetts license in Moderate Disabilities at any level
Experience teaching in Boston Public Schools
Possess mastery of pedagogical and subject matter skills
TIME COMMITMENT/COMPENSATIONCommitment
Designing, planning, and implementing Early Literacy curriculum for 7 sessions (3 virtual, 4 in-person), grading and providing feedback asynchronously (approximately 35 hours)
Individual conferencing hours for Fellows as needed (approximately 10 hours)
Attend seven 30-minute planning meetings with the Director and a BPSTF specialist to review upcoming lesson plans, agreeing to revise any curriculum necessary (3.5 hours)
Compensation: Stipend $4,000All interested candidates, please apply by Friday, May 30, 2025.Contact: Marisa Olivo, Director of Teacher Pipeline Programs,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: $4000 per month
Location: Boston, MA
Apply for the job now!
Apply Now
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: 2025-2026, Summer 2025POSITION TITLE: BPS Teaching Fellowship Early Literacy InstructorThe BPS Teaching Fellowship is seeking exceptional educators who are licensed reading specialists and/or trained to instruct Language Essentials for Teachers of Reading and Spelling (LETRS) or other evidence-based literacy programs such as IMSE Orton Gillingham Comprehensive. This instructor will teach a total of 7 sessions on Early Literacy instruction, including topics such as: phonemic awareness, decoding, encoding, fluency, language comprehension, vocabulary, reading comprehension, and writing.REPORTS TO: Director of Teacher Pipeline ProgramsBACKGROUND:Boston Public Schoolâs 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 Bostonâs classrooms. Our core belief is that the next generation of Bostonâs 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 USâ (Kretchmar & Zeichner, 2016)âwhere our candidates are prepared to work in solidarity with their families and students by interrupting racism 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 stateâs only locally-embedded, state-approved, multigenerational, âgrow your own'' educator preparation program. The flagship program of BPS TPP is the Bilingual Education/Accelerated Community to Teacher Program.BPS Teaching Fellowship (BPSTF) is the only district-based, DESE-approved educator preparation program that provides Moderate Disabilities and/or ESL endorsement for Initial Licensure. This is an in-district initial licensure program geared toward increasing the number of licensed ESL and Moderate Disabilities teachers who remain in the district. BPSTF specialists guide Fellows, who are beginning BPS teachers of record, through DESEâs Candidate Assessment Portfolio (CAP) process, alongside teaching them required coursework. Once participants become SEI endorsed classroom teachers in BPS through BE/ACTT, they are eligible to apply to the BPSTF.Beginning in SY24-25, DESE is requiring all educator preparation programs in the state to include Early Literacy curriculum.JOB RESPONSIBILITIES
Instruct 7 three-hour evening sessions (3 virtual, 4 in-person) in the following manner for the 38 BPS Teaching Fellows. The schedule is as follows:
Monday, Jul 28, 5-730pVirtualSession 1Language Comprehension and Vocabulary (B1 & B2)Wednesday, Jul 30, 5-730pVirtualSession 2Part 1: Phonemic Awareness, Decoding, Encoding, Fluency (C1-5)Thursday, Jul 31, 5-730pVirtualSession 3Part 2: Phonemic Awareness, Decoding, Encoding, Fluency (C1-5)Monday, August 4, 5-730pVirtualSession 4Part 1: Reading Comprehension (D1-5)Thursday, August 7,5-730pVirtualSession 5Part 2: Reading Comprehension (D1-5)Monday, August 11,5-730pVirtualSession 6Part 1: Writing (E 1-5)Thursday, August 14, 5-730pVirtualSession 7Part 2: Writing (E 1-5)
Design course syllabus and teacher preparation curriculum that adheres to
Prepare an assessment for each session, to be submitted on Google classroom
Submit a syllabus prior to the first class taught (on or around July 9,2025)
Collaborate with the Director of Teacher Pipelines as well as BPSTF specialists to ensure instruction is robust and meaningful for the Fellows
Attend 7 30-minute planning meetings with the Director and a specialist the week prior to each class taught. The purpose of this meeting is to review the upcoming lesson in its entirety in order to get feedback from Fellowship staff for final revisions prior to teaching the session.
Establish and maintain a confidential, trusting, and professional relationship with cohort members.
Provide ongoing quality feedback on all assignments
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 studentsâ 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 studentsâ 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.
QUALIFICATIONSâREQUIRED
Hold a Massachusetts reading specialist license
Hold a Masters degree in Education
Hold either a Massachusetts ESL License at any level or SEI Endorsement
Experience leading Professional Development and adult learning at the school or district level
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
Experience designing curriculum for teacher to engage in early literacy instruction
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 opportunity gap, and ensuring all students have access to the highest quality instruction
Strong interpersonal skills and an 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
QUALIFICATIONSâPREFERRED
Hold a Massachusetts license in Moderate Disabilities at any level
Experience teaching in Boston Public Schools
Possess mastery of pedagogical and subject matter skills
TIME COMMITMENT/COMPENSATIONCommitment
Designing, planning, and implementing Early Literacy curriculum for 7 sessions (3 virtual, 4 in-person), grading and providing feedback asynchronously (approximately 35 hours)
Individual conferencing hours for Fellows as needed (approximately 10 hours)
Attend seven 30-minute planning meetings with the Director and a BPSTF specialist to review upcoming lesson plans, agreeing to revise any curriculum necessary (3.5 hours)
Compensation: Stipend $4,000All interested candidates, please apply by Friday, May 30, 2025.Contact: Marisa Olivo, Director of Teacher Pipeline Programs,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: $4000 per month
Location: Boston, MA
Apply for the job now!
Apply Now