CPSD is seeking innovative and collaborative practitioners to join our community as Extended Term Substitutes (ETS) for Junior Kindergarten – Grade 1. This is an exciting opportunity for teachers who want to inspire students through authentic hands-on literacy, mathematics, science and social studies units, in accordance with school, district, and state guidelines. We are eager to identify individuals who are able to collaborate effectively with other staff members, see themselves as learners, and can balance both the rigorous responsibility and the joy of working in a PreK-5 school. Early elementary ETS teachers will have an appreciation and awareness of the unique developmental needs of our youngest learners in this age band. Our district supports teachers’ professional growth through grade-level professional learning communities and an instructional coaching model.
Our school district serves children and families from a diverse range of racial, cultural and linguistic backgrounds. We recognize that elementary-aged children benefit from seeing themselves reflected in the adults around them, and we are eager to field applications from a range of candidates whose backgrounds mirror the diversity of the students we serve.
ETS teachers will be responsible for regularly communicating with the building administration and grade level colleagues. Successful candidates will possess a strong conceptual understanding of early childhood education and effective instructional practices at the early elementary level. This individual will work under the general supervision of the principal and assistant principal and will be evaluated following the professional standards articulated in the Massachusetts Teacher Rubric.
These will be full- or part-time remote learning positions. Length of assignments and locations will vary depending on identified needs throughout the school year.
Your Skill Set:
As the incoming Extended Term Substitute, you will possess many, though perhaps not all, of the following characteristics and qualifications:
● Bachelor’s degree required (Master’s Degree preferred) from an accredited college or university, including coursework in early childhood, elementary education and special education
● Massachusetts teaching certification/licensure in Early Childhood (PK-3) and/or Elementary Education (1-6); Additional license/certification in Special Education (Moderate Disabilities) preferred
● Sheltered English Immersion (SEI) Endorsement
● Ability to foster a welcoming, nurturing, and engaging classroom environment, and to promote positive academic growth through the planning and delivery of rigorous, joyful, and culturally-responsive instruction to students representing a diverse range of learning needs
● Previous, successful experience working in a diverse urban public elementary school setting and demonstrated implementation of equity-driven practices that acknowledge and support students from diverse ethnic, cultural, and socio-economic backgrounds
● Ability to manage a safe and effective classroom environment through positive routines and instructional practices that foster a sense of belonging, establish high expectations, promote collaboration, and encourage children to manage their own learning; Familiarity with the Responsive Classroom model preferred
● Experience facilitating remote learning through the use of both synchronous and asynchronous online activities (preferred)
● Ability to design, administer, and analyze a variety of informal and formal assessments to inform instructional next steps and create small groups for targeted instruction; experience implementing the reading/writing workshop model and the Fountas and Pinnell Benchmark Assessment System (BAS) preferred
● Ability to collaborate effectively with colleagues, specialists, instructional coaches, administrators and families
● Ability to communicates with families through conferences and other means to discuss students’ progress
● A commitment to social justice and a willingness to collaborate with other members of the school community to understand and address the effects of implicit racial bias
● Demonstrated interest in actively pursuing ongoing professional development and learning opportunities to improve quality of practice and expertise
● Ability to speak Amharic, Arabic, Bengali, Haitian Creole, or Spanish a plus
● Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice
In Accordance with the Cambridge Education Association Unit D Salary Schedule.
How to Join Our Team:
Apply online at www.cpsd.us
. Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position and stating how you heard about this opportunity.