MISSION

Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond.

VISION

In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world.

OVERVIEW

Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community– many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston’s robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities.

CORE VALUES

Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success.

Achievement: We strive for excellence and hold each other and ourselves accountable to the highest of standards. 

Generosity: We look for opportunities to help one another and lift up other members of our community.

Unity: We are one team and resolve our differences respectfully so we can move forward as a united front.

Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued. 

Resilience: We confront challenges and adversity head-on and never, ever give up.

Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school. 

Learn more about Bridge Boston here.

THE POSITION

Reporting to the K1-1 DCI, BBCS K1 Paraprofessional will support the lead teacher in his/her efforts to ensure the academic and social emotional growth of all students in the classroom. 

Specifically, they will be responsible for:

Instructional Responsibilities

• Become familiar with the curriculum and lesson plans in order to provide students with academic support

• Collaborate with the DCI, Senior Director of Academic Support, Assistant Principal and Lead Teachers to identify students who require small group intervention
• Plan daily small group lessons in ELA or Math using data and intervention resources 
• Work with students individually or in small groups when intervention is required
• Cover for lead teachers in the event of an absence, based on sub availability and Director assignments

Classroom Culture & Management Responsibilities

• Maintain and support the high standards of student behavior set by the lead teacher in order to achieve optimal learning 
• Adhere to & promote Bridge Boston’s MTSS expectations, JAGUAR values and social/emotional learning policies
• Monitor lunch, recess, and hallway transitions 
• Help with basic classroom responsibilities such as organizing, cleaning, and preparing students for nap time

Professional Development Responsibilities

• Participate in grade level, division level, and school-wide professional development as directed by school administration
• Maintain professional competence through participation in additional in-service activities and other learning opportunities and/or self-selected professional growth activities

Additional Responsibilities

• Communicate with Lead teachers, parents, administration, and colleagues in a timely, consistent manner
• Partner with the Culture Team, Special Education, and English Language Learning departments to leverage supports that will advance the individual needs of students
• Submit behavior and academic reports in a timely manner
• Adhere to Bridge Boston schoolwide protocols, policies, and regulations
• Participate in required family engagement activities such as parent-teacher conferences, parent-admin dinners, school music concerts, and student awards programs
• Perform other related duties as assigned by Division/Department Leader

QUALIFICATIONS

• High School Diploma or GED required
• Possess at least 48 credit hours of advanced course work, or a college degree (Associates, Bachelors, Masters, or other graduate work) preferably related to Early Childhood Education
• Demonstrated cultural competence and sensitivity; belief in the value of diversity 
• Clear willingness to make and learn from mistake
• 2-3 years of experience in a similar setting preferred
• Proficiency in a second language preferred
• Ability to be flexible with a variety of tasks and desire to work in a fast-paced environment