Helen Y. Davis Leadership Academy Charter Public Schools
Substitute Teacher (Per Diem/Long Term)

Job Details

Title: Substitute Teacher

Description: Helen Y. Davis Leadership Academy Charter Public School “the Academy” is a standalone middle school that serves grades 6-8 in the Dorchester neighborhood of Boston. The Academy embodies the traditions and values of an Historically Black College and University (HBCU). Our school values are founded in a belief that the most impactful way to close the achievement gap is through great teaching, high expectations for all students, and a curriculum that is rigorous and cultural-based, to reflect the students and families that we serve. We believe that our student’s academic achievements are bolstered when provided the opportunity to participate in meaningful enrichment programming in the arts and athletics. The Academy’s core values are personal excellence, intellectual curiosity, integrity, compassion, respect, and community citizenship. Successful candidates possess a passion for teaching, a sense of urgency in closing the achievement gap, and an understanding of current and ongoing social and ethical dynamics as it pertains to populations of young people whose communities have historically been underserved and marginalized by the educational system. In addition to traditional teacher responsibilities, all teachers at the Academy are expected to adhere to an extended school day schedule, as well as extended school year calendar.

Mission: Our mission is to develop high achieving students of good character who use problem solving, communication, and interpersonal skills to inspire others and to catalyze educational, economic, and political advancement within their communities and the broader nation.

Reports to: Principal

Responsibilities:

Applicable Dimensions of Effective Teaching:

- Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building on the strengths that students bring to the teaching/learning process and closing the achievement gap between subgroups within the school.

- Professionalism: Model professional behavior that addresses job responsibilities, district policies and procedures, and the expectations of professionals working in a multilingual, multicultural, and economically diverse community.

- Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.

- Instructional Planning and Implementation:

• Employ strategies that address the wide range of learning, behavioral, and communication styles of the student population.
• Demonstrate cultural proficiency and use effective and culturally relevant instructional

practices.
- Content Knowledge: Have extensive knowledge of the content including, but not limited to, key concepts and facts, relevant research, methods of inquiry, and communication styles specific to the respective discipline(s).

- Performs other related duties as requested by Principal.

Core Competencies: Using the Massachusetts Department of Elementary and Secondary Education’s
Model System for Educator Evaluation, the Academy has identified priority skills and abilities that all teachers should possess:

Standard I: Curriculum, Planning, and Assessment

(I-A-1. Subject Matter Knowledge, I-A-3. Well-Structured Units and Lessons, I-B-2 Adjustments to
Practice)

- Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and subject-specific skills and vocabulary, such that they are able to make and assess evidence-based claims and arguments.

- Adapts as needed and implements standard-based units comprised of well-structured lessons with challenging tasks and measurable outcomes; appropriate student engagement strategies, pacing, sequence, resource, and grouping; purposeful questioning; and strategic use of technology and digital media; such that students are able to learn the knowledge and skills defined in state standards/local curricula.

- Analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement differentiated interventions for students.

Standard II: Teaching All Students

(II-A-1. Quality of Effort and Work, II-A-3. Meeting Diverse Needs, II-B-1. Safe Learning Environment,
II-C. Student Learning Indicator, II-E-1. High Expectations)

- Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.

- Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners.

- Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

- Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.

- Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability.

Standard III: Family and Community Engagement

(III-A-1. Family Engagement, III-C-1. Culturally Proficient Communication)

- Uses a variety of culturally responsive practices and communication strategies to support every family to participate actively and appropriately in the classroom and/or school community.

- Regularly communicates with families about student learning and performance, and invites and responds promptly to communications from families while demonstrating understanding of and respect for different home languages, cultures, and values.

Standard IV: Professional Culture

(IV-E-1. Shared Responsibility, IV-F-2. Reliability and Responsibility)

- Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.

- Consistently fulfills all professional responsibilities; is punctual and reliable; and adheres to district attendance policies.

Accountability Measures: As part of the Academy’s annual accountability measures, each teacher is required to contribute towards the completion the following:

Objective 1: The Academy will implement a student leadership development program.

Measure 1.1: Each year, 95% of students at the Academy will demonstrate the leadership skills of communication and interpersonal skills while facilitating and presenting at school assemblies, and rites of passage programming. The respective cohort teachers will assess each student’s leadership skills by evaluating an annual oral presentation during school assemblies and rites of passage. All students will earn at least a 70% or higher based off of the oral presentation/project rubric.

Measure 1.2: Each year, 95% of students at the Academy will annually complete 10 efficacy workshops to develop the leadership skills of good character and problem solving. Students will complete the workshops by earning a 70% or higher based off of the participation rubric as graded by the respective efficacy group leaders.

Objective 2: The Academy will implement a culturally responsive curriculum and school norms.

Measure 2.1: Each year, ILT members will conduct an equity walk and review the Academy’s curriculum to identify strengths and areas of growth that will culminate in an annual institutional self-evaluation summary. Each classroom observed will receive a “proficient” rating from the ILT team based off of the
Massachusetts Model System for Educators Evaluation Indicator II.D.1.

Measure 2.2: Each year, 95% of the Academy’s teachers will participate in 10 professional development sessions to review internal best practices around cultural responsiveness.

Objective 3: The Academy’s students will participate in community services and advocacy initiatives.

Measure 3.1: Each year, 95% of students will engage in 8 hours of service learning projects focusing on enhancing the school community, and a broader nation and receive a 70% based on the oral presentation/project rubric on a symposium style presentation.

Measure 3.2: Each year, 95% of students will engage in an advocacy initiative, with a focus on catalyzing educational, economic, and political advancements within their communities and the broader nation and receive a 70% or higher on the oral presentation/project rubric on a symposium style presentation.

Eligibility and Qualifications:

All candidates interested in substitute teaching at the Academy must meet the following minimum qualifications:

Associates Degree: Possession of a conferred Associates or higher university/college degree.

And at least the following:

1. Massachusetts Teaching Licensure: Possession of a current teaching license from the
Massachusetts Department of Elementary and Secondary Education or another state licensing board or,

2. Teaching Experience: Two (2) years K-12 classroom, substitute or practicum teaching experience.

Terms: Please refer to the Helen Y. Davis Leadership Academy Charter Public Schools Compensation and Benefits section of its employee handbook.

Helen Y. Davis Leadership Academy Charter Public School is committed to the equal treatment of all individuals. We do not discriminate on the basis of race, color, sex, sexual orientation, gender identity, age, national origin, physical or mental disability, religion, veteran status, homelessness or any other class of individuals protected from discrimination under state or federal law in any aspect of enrollment, student activities or employment.

Salary Range: (Per Diem)

Location: Dorchester, Massachusetts

Job Type: Full-time

Pay: $24,000.00 - $32,000.00 per year

Benefits:

• Dental insurance
• Flexible schedule
• Health insurance

Grade levels:

• 6th grade
• 7th grade
• 8th grade

Schedule:

• Monday to Friday

School subjects:

• English
• Math

School type:

• Charter school

Experience:

• Childcare: 1 year (Required)

Job-related location requirement:

• Candidates must be within a 25-mile radius.

Work Location: In person