Boston Public Schools

PROGRAM DESCRIPTION: Extended School Year (ESY) offers specialized services to students with disabilities.. REPORTS TO: Position reports to the Assistant Director of Related Services and Site Coordinator, who works in close collaboration with the Director of Extended School Year and Expanded Learning in the Office of Special Education.. Schedule student services, set up classroom space, and attend Open House on June 27, 2024 and Professional Development on June 26, 2024,for a total of 13 hours.. Performs other related duties as requested by the ESY Site Coordinator or Director of Operations & Service Implementation when available.. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

physical therapist

**THIS IS A SUMMER POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY** PROGRAM DESCRIPTION: Extended School Year (ESY) offers specialized services to students with disabilities. The decision to provide ESY is made by the IEP Team, who assesses the necessity to minimize substantial regression and reduce substantial recoupment, ensuring effective progress for the students. The IEP Team also evaluates the level of needs and recommends specific IEP services during ESY based on individual student requirements. The determination of ESY services is made according to the IEP Team's identification, focusing on the students' individual needs and aligning with the delivery of targeted ESY goals and objectives. REPORTS TO: Position reports to the Assistant Director of Related Services and Site Coordinator, who works in close collaboration with the Director of Extended School Year and Expanded Learning in the Office of Special Education. For questions about this position, please email esy-hiring@bostonpublicschools.org. PROGRAM SCHEDULE: The instructional hours for students are typically 6 hours per day, 5 days per week, for 5 weeks from July 8 to August 9, 2024. The Physical Therapist is expected to: <ul><li>Work all 25 days of the program as well as PD days. </li><li>Work a 6-hour day, 5 days per week, for 5 weeks (this includes 30 minutes for student arrival and 30 minutes for student dismissal). </li><li>Independently plan lessons to prepare for rigorous instruction. </li><li>Schedule student services, set up classroom space, and attend Open House on June 27, 2024 and Professional Development on June 26, 2024,for a total of 13 hours. </li><li>Complete Progress Reports (guidelines) for a total of 10 hours in the last week of the program. </li></ul>RESPONSIBILITIES: Teachers in this program provide students with rigorous instruction that demonstrates the BPS core competencies for effective teaching listed below. Due to the short duration of ESY and the critical need to boost student learning during this time, it is particularly important that teachers in ESY: <ul><li>Provide direct individual, small group and/or large group instruction to address students’ IEP goals/objectives specifically in physical therapy. </li><li>Prepare challenging and therapeutic lessons (requires some planning work outside of regular program hours). </li><li>Differentiate instruction. </li><li>Establish a productive learning environment and classroom culture in which all students are respected. </li><li>Maintain timely student attendance and progress records. </li><li>Consult with teachers and other related service providers to address students needs. </li><li>Provide students, families, site coordinators and program staff with relevant and timely data, including monitoring and reporting students progress to prevent regression as outlined in the program. </li><li>Participate in all designated professional development. </li><li>Care for program materials and resources. </li><li>Engage as a partner in planning and problem solving as needed. </li><li>Performs other related duties as requested by the ESY Site Coordinator or Director of Operations & Service Implementation when available. </li></ul>CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: <li>Accountability for Student Achievement</li><li>Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort. </li><li>Assess student understanding regularly with ambitious learning goals in mind and take ownership of making necessary adjustments to instruction to reach goals despite setbacks. </li><li>Display passion and optimism about students, content, and the teaching profession. </li><li>Communicating Content Knowledge</li><ul><li>Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires. </li><li>Demonstrate understanding for how subject matter applies in real-world settings and connects to other content areas and relevant standards. </li><li>Convey content in creative and engaging ways that align to standards. </li></ul><li> Equitable & Effective Instruction</li><li>Scaffold and differentiate instruction so that all students do complex thinking and rigorous academic work. </li><li>Use instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation. </li><li>Build a productive learning environment where every student participates and is valued as part of the class community. </li><li>Cultural Proficiency</li><li>Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected. </li><li>Parent/Family Engagement</li><ul><li>Engage with families and build collaborative, respectful relationships in service of student learning. </li><li>Professional Reflection & Collaboration</li><ul><li>Regularly reflect on practice, seek and respond to feedback, and demonstrate self-awareness and commitment to continuous learning and development. </li><li>Participate in and contribute to a collaborative adult learning community. </li></ul></ul>QUALIFICATIONS - REQUIRED: <ul><li>Master’s degree. </li><li>Massachusetts License as a Physical Therapist. </li><li>Experience in one or more of the following areas: Autism, Intellectual Impairment, Multiple Disabilities, Physical Disabilities, Specific Learning Disability, Emotional Impairment, Early Childhood. </li><li>Current authorization to work in the United States. Candidates must have such authorization by their first day of employment. </li></ul>QUALIFICATIONS - PREFERRED: <ul><li>Current Physical Therapist in the Boston Public Schools. </li><li>Current Safety Care certification. </li><li>Knowledge and expertise of equipment required for the support of students within an educational environment. </li><li>BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. </li></ul>TERMS: <ul><li>Hourly rate of $56.81. Anticipated total of 100 hours: up to 20 hours including hiring and set up activities, professional development, and additional duties as well as closing responsibilities. </li><li>Payroll will be processed on a biweekly basis after receipt of completed timesheets in accordance with BPS summer payroll schedule. </li><li>All employees must read and agree to the BPS 2024 Summer Program Terms of Employment. </li><li>Job offers are conditional and based on sufficient enrollment/attendance </li></ul>NONDISCRIMINATION POLICY The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

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