About this role
The BPS Bilingual Education/Accelerated Community to Teacher (BE/ACTT) Program is seeking exceptional educators to teach and coach aspiring teachers accepted into the SY 2026-2027 BE/ACTT Cohort. The BE/ACTT Early Literacy Instructor & Coach is responsible for supporting aspiring Early Childhood and Elementary educators in developing the literacy content knowledge and instructional practices necessary to become successful teachers and pass the Foundations of Reading MTEL. This educator will design and facilitate a Foundations of Reading preparation course during the fall semester and provide individualized coaching and support to candidates following their first MTEL attempt. Instruction should focus on both mastery of reading content and evidence-based literacy pedagogy aligned to effective classroom practice. REPORTS TO: BE/ACTT Aspiring Teacher Coach BACKGROUND: Boston Public School's Teacher Pipeline Programs (BPS TPP) are part of the larger strategy of the Office of Human Resources (OHR) 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 - Teacher 3.0 (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 critical literacy of race (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 10-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 teachers with a provisional license. 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. JOB RESPONSIBILITIES:
• Design and facilitate 15 Foundations of Reading preparation sessions between September and December.
• Develop and maintain a course syllabus, instructional materials, assessments, and study resources.
• Administer diagnostic and progress-monitoring assessments to identify candidate strengths and areas for growth.
• Prepare candidates to take the Foundations of Reading MTEL in December.
• Provide individualized coaching and support from January through May based on MTEL results and candidate needs.
• Assist candidates in developing personalized study plans and testing timelines.
• Maintain attendance records, assignment completion data, coaching notes, and candidate progress reports.
• Manage all aspects of the course through Google Classroom, including posting materials and assignments, maintaining an up-to-date gradebook, providing timely and actionable feedback, and preparing a final end-of-course grade report for each participant.
• Post all course materials and grade all course assignments on Google Classroom,
• Participate in monthly planning meetings with BE/ACTT staff and instructors.
• Communicate regularly with candidates regarding MTEL registration, preparation, testing, and results.
• Support candidates in developing instructional practices aligned to evidence-based literacy instruction.
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 relevant to the specific content course taught.
• Meet all state and federal guidelines 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
• 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 candidates 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
• Strong content and pedagogical knowledge in content area of test instruction, e.g.: Reading Specialist, Literacy Coach, Elementary Instructional Coach, or educator with significant expertise in literacy instruction and the Foundations of Reading MTEL.
QUALIFICATIONS__PREFERRED:
• Experience teaching in urban schools and working with culturally and linguistically diverse student populations.
• Experience facilitating professional development, adult learning, or educator training.
• Experience coaching, mentoring, or supervising educators.
• Demonstrated success supporting candidates preparing for and passing MTEL examinations.
• Experience developing curriculum, assessments, and instructional materials for adult learners.
• Hold multiple Massachusetts teaching licenses or endorsements.
• Hold a Master's degree in Education, Curriculum & Instruction, Educational Leadership, or a related field.
• Bilingual and/or biliterate.
• Experience teaching multilingual learners, former English Learners, Students with Disabilities, and/or students with interrupted or limited formal education.
• Strong organizational skills and ability to manage candidate progress, documentation, and communication across multiple participants.
• Familiarity with Massachusetts educator licensure requirements and pathways.
• Prior experience as a BE/ACTT and/or MTEL instructor, mentor, coach, or partner educator.
• Reading Specialist license preferred.
• Experience providing literacy intervention and/or coaching teachers in evidence-based reading instruction.
• Deep knowledge of the Foundations of Reading MTEL.
TIME COMMITMENT/COMPENSATION:
• Planning course sessions, preparing instructional materials, grading assignments, and providing feedback asynchronously or through individual coaching sessions (approximately 42 hours)
• Fifteen (15) 2-hour virtual instructional sessions held on Tuesday or Thursday evenings, September-December 2026 (30 hours)
• Individual conferencing hours for content instruction, MTEL preparation, and coaching (10 hours)
• Attend five (5) in-person Saturday sessions from 9:00 AM-12:00 PM (15 hours)
• Attend eight (8) monthly planning meetings via video conference with the BE/ACTT Aspiring Teacher Coach and other content instructors (8 hours)
• Attend End-of-Year Celebration in June 2027 (approximately 2.5 hours)
Compensation: Flat Rate $6,000 All interested candidates, please apply by [09/10/2026] 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.