Job Description:

If this job matches your qualifications, please send your application directly through our latest Job site in Boston, MA (Roxbury area). Indeed, every job is not easy to apply because it must meet several qualifications and requirements that we must meet in accordance with the standard criteria of the Boston Public Schools who are looking for potential candidates to work. Good job information Deputy Chief of Instructional Supports for the Office of Multilingual & Multicultural Education (SY23-24) below matches your qualifications.

Reports to: Chief of the Office of Multilingual and Multicultural Education (OMME) Overview of BPS Founded in 1647, Boston Public Schools (BPS) is the oldest public school district in the country. Boston Public Schools (BPS) serves over 48,000 children in 119 schools. BPS enrolls over 17,000 students identified as English Learner students (ELs), with approximately 3,000 ELs with disabilities. Our multilingual students speak 100 different languages and represent 30% of the District’s total student population. In addition, 13% of our students are former English Learners who have attained English proficiency while in BPS. We fundamentally believe that schools are the unit of change where our school leadership teams and educators create rigorous, supportive, and safe environments for every child to reach their full potential. Our work as a district is to ensure this is possible at every one of our schools. Position Overview: The Boston Public Schools seeks an innovative, proactive and collaborative leader to help lead the District’s curriculum and instructional work in the Office of Multilingual and Multicultural Education (OMME). Under the supervision of the Chief of OMME, the Deputy Chief of Instructional Supports will oversee the following work areas: Multilingual Instructional Coaches; Bilingual Education; Family Specialists; and Multilingual Learners with Disabilities. OMME envisions that all multilingual learners feel a sense of belonging and joy for learning in a healing-centered learning environment so that they can be academically proficient in their home language and English and graduate with the Seal of Biliteracy. The District is committed to accelerating instructional change to ensure all Multilingual learners are independent learners prepared to pursue their interests and become effective change agents for themselves, their families, and their communities. In addition to the several mandates that pertain to MLLs that require the District to demonstrate compliance with local, state, and federal guidelines, the utmost priority at OMME is to provide high-quality instruction for MLLs through various instructional programs and services to help students concurrently learn English language development as they learn content in all subject areas. The Deputy Chief of Instructional Supports will execute the OMME strategic plan focused on expanding access to bilingual education to our Multilingual Learners. The strategy will include implementing materials, curriculum, and professional development in English and native language(s). In addition, the position will collaborate closely with the Deputy Chief of Operations and Accountability to meet deadlines for the Systemic Improvement Plan with the Department of Elementary and Secondary Education. The Deputy Chief will lead the department’s work on developing systems and structures to ensure excellent instructional practices in the district’s Dual Language, SLIFE, SEI, ESL, and bilingual programs for our MLL students, including those with disabilities. She/he.they will monitor the impact of these practices on students’ academic outcomes. The Deputy Chief of Instructional Supports for OMME will work collaboratively with team members of Teaching and Learning, Special Education, ODA, Opportunity Gaps, Office of Community Engagement, and Student Support, as well as other critical central office teams to lead the implementation of the OMME strategic plan as it relates to improved academic outcomes for our students. Responsibilities:

• Provides districtwide leadership for K-12 ML instructional, curricular, and professional development initiatives.
• Provide leadership and strategic planning on bilingual programs, English learner special populations and EL family support;
• Conducts policy analysis and policy development related to English Language Learners (ELL) students and ELL curriculum and instruction;
• Implements a comprehensive program for increasing English language acquisition and academic achievement for all English Language Learners;
• Collaborates with universities and colleges to expand and maintain programs related to English language acquisition;
• Oversees the OMME strategic implementation plan priorities related to learning outcomes for our MLL and MLWD students;
• Oversees the implementation of the family, instructional, and coaching areas of the OMME strategic plan with a concentrated focus on expanding bilingual programs across the district and strengthening support for MLWD students;
• Leads, manages, and executes the effective and efficient delivery of the full range of English learner services to the school leaders, teachers, parents and central office departments;
• Works with BPS executive leadership, OMME team leads, and other District departments and offices to implement activities related to advancing teaching and learning for multilingual learners students.
• Serves as an integral partner with external monitoring agencies, including but not limited to the EL Task Force and the Department of Justice/Department of Education;
• Support with high-stakes presentations and documents that includes coordination of information gathering from all OEL teams and aligning information into a concise and understandable manner;
• Bridge silos in the organization and facilitate smooth and coordinated cross-functional work;
• Analyzes research and best practices of school districts and other industries to make evidence-driven recommendations to advance policy objectives.

Commitment to Equity

• Demonstrate and model a deep understanding and commitment to equity, including interest in understanding self and others’ racial, ethnic, linguistic and cultural identities in relation to educational opportunity and achievement.
• Operate with the knowledge of historical precedents, current context, and legal protections concerning immigrant rights and opportunities.
• Operate with the knowledge of equity practices including high expectations of student achievement and inclusion of student and family voices in decision-making.
• Demonstrate effort to remove barriers to student learning, well-being, and family engagement based on race, language, and culture.

Qualifications – Required:

• Master’s Degree;
• Supervisor (Non-Core) license in ESL or BEE or Superintendent/Assistant Superintendent license
• Minimum 5 years experience in leading instructional teams with a demonstrated increase in the level of responsibilities and work performance in a large urban school district or large organization;
• Minimum 10 years of experience working with MLLs in an education setting;
• Proven record of designing cycles of learning for adults to better to improve instructional skills for MLLs;
• Demonstrated capacity to cultivate a team dynamic that seeks constructive criticism for continuous improvement, creates safe spaces for team feedback, and takes ownership of producing high-quality work in a timely manner;
• Strong interpersonal skills, including the ability to work with diverse groups of people.
• Excellent verbal and written communications skills, with good editorial skills.
• Excellent organizational skills with attention to detail;
• Ability to develop, articulate, and build buy-in to clear vision and mission;
• Ability to offer innovative solutions to seemingly intractable problems;
• Skill in exhibiting a strong focus on goals and results; sets clear metrics for success;
• Ability to thrive in an achievement-oriented and fast-paced environment;
• Demonstrated proficiency in excellent execution and project management skills, including the ability to balance the big picture with detailed steps;
• Proven ability to work independently, exercise judgment, and manage multiple tasks and priorities;
• Familiarity with Boston and Boston Public Schools;
• Current authorization to work in the United States

Qualifications – Preferred:

• Doctoral Degree in a related field;
• Working knowledge of program design, implementation, and evaluation as it pertains to Dual Language, Transitional Bilingual Education, Sheltered Instruction, and SLIFE Programs;
• Second Language Proficiency in Spanish, Haitian Kreyol, Chinese (Mandarin or Cantonese), Vietnamese, Cape Verdean Creole, Portuguese, or Somali

Terms: Managerial,

How To Apply :

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• Country : US