STIPEND OPPORTUNITY: 10 Boys Initiative Academic Coordinator (SY26-27)

**THIS IS A STIPENDED POSITION. EMPLOYMENT IS SEASONAL AND TEMPORARY**

Program Overview

The 10 Boys Initiative is a districtwide Tier 2 intervention designed to address disproportionality in the academic and social-emotional outcomes of Black and Brown male students across Boston Public Schools. The initiative provides targeted, data-informed academic interventions for selected students, including students identified through academic data, chronic absenteeism data, and the BPS Early Warning Indicator system.

The initiative seeks to strengthen academic achievement, attendance, engagement, self-efficacy, and sense of belonging by combining evidence-based academic interventions with culturally and linguistically sustaining practices (CLSP). Although academic achievement is the initiative’s primary focus, the program recognizes that trusting relationships, cultural affirmation, and sense of belonging are essential conditions for student learning.

Position Overview

The 10 Boys Initiative Academic Coordinator will provide coordination, and oversight for the implementation of the 10 Boys Initiative. Academic Coordinator will support school-based Academic Intervention Teachers in programming across all participating schools and ensure that participating schools implement the initiative with consistency, quality, and fidelity.

The Academic Coordinator will oversee the development of individual student profiles, monitor academic and attendance data across schools, and ensure that interventions are documented, reviewed, and adjusted based on student progress. The Academic Coordinator will also assist with facilitating professional learning for Academic Intervention Teachers in effective intervention practices, progress monitoring, culturally and linguistically sustaining practices, culturally responsive instruction, and the use of district data systems, including Solara and Panorama.

Working closely with school leaders, teachers, district departments, and other partners, the Academic Coordinator will examine both individual student outcomes and districtwide trends to identify successes, implementation gaps, and areas requiring additional support. The Academic Coordinator will report directly to 10 Boys Initiative District-wide Director.

Essential Responsibilities

Program Implementation and Oversight

?  Establish clear expectations, timelines, protocols, and implementation benchmarks for school-based programming.

?  Ensure that every participating student has a complete and current student success profile identifying strengths, academic       needs, attendance patterns, goals, interventions, and progress-monitoring measures.

?  Monitor school implementation to ensure interventions are delivered consistently and aligned with the initiative’s academic       purpose.

?  Maintain regular communication with Academic Intervention Teachers.

?  Identify implementation barriers and coordinate appropriate district resources and support.

Supervision Coaching and Staff Support

?  Provide programmatic direction, coaching, and support to school-based Academic Intervention Teachers.

?  Establish regular individual and group check-ins to review student progress, implementation evidence, instructional challenges, and needed resources.

?  Conduct school visits and review intervention practice, student work, records, and implementation routines to provide timely, actionable feedback.

?  Support Academic Intervention Teachers in identifying appropriate instructional strategies, setting measurable goals, and adjusting intervention when students are not making sufficient progress.

Data Analysis and Progress Monitoring

?  Oversee the collection, organization, and analysis of academic, attendance, engagement, and belonging data.

? Monitor student-level, school-level outcomes using Solara, Panorama, curriculum-embedded assessments, and other approved measures.

? Develop and maintain data trackers.

? Ensure that Academic Intervention Teachers enter accurate and timely intervention and progress-monitoring information.

? Establish regular data-review cycles to determine whether students are responding to interventions.

? Prepare Academic Intervention Teachers to review results, identify patterns, and adjust supports when students are not demonstrating sufficient progress.

? Provide District-wide program Director with monthly reports highlighting student growth, implementation trends, areas of concern, and recommended next steps.

Professional Learning and Staff Development

?  Co-Design and co-facilitate onboarding and ongoing professional learning for Academic Intervention ? Teachers in partnership with program director.

? Build staff capacity in Tier 2 intervention planning, data analysis, progress monitoring, and individualized instruction.

? Provide training in CLSP and culturally responsive teaching practices that affirm the identities, strengths, and experiences of Black and Brown male students.

? Train staff to use Solara, Panorama, and other district-approved data and progress-monitoring systems effectively.

? Facilitate professional learning communities, coaching sessions, and cross-school opportunities for intervention teachers to examine student work and share effective practices.

? Provide observation, feedback, modeling, and individualized coaching to strengthen implementation.

Districtwide Analysis Reporting and Continuous Improvement

?  Review implementation and outcome data across schools to identify patterns, disparities, promising practices, and system-level     needs.

?  Prepare regular reports and presentations for district leadership that summarize progress, challenges, resource needs, and           recommended actions.

?  Use data and stakeholder feedback to refine program guidance, professional learning, tools, intervention supports, and               implementation expectations.

?  Track whether participating students are demonstrating measurable improvement in academic performance and related           indicators such as attendance, engagement, self-efficacy, and belonging.

?  Ensure that program decisions remain anchored in student experience and measurable results rather than completion of adult       activities alone.

Collaboration and Continuous Improvement

?  Collaborate with classroom teachers, MTSS/SST teams and families, 

?  Ensure that Tier 2 interventions supplement—and remain connected to—strong, grade-level Tier 1 instruction and HQIM.

?  Center student and family voice when evaluating student needs and the effectiveness of supports.

?  Promote an asset-based culture that maintains high academic expectations and rejects deficit-based assumptions about Black and Brown boys.

Required Qualifications

?  Valid Massachusetts educator license.

?  Currently working within BPS

?  Master’s degree in education or a related field.

?  Minimum of five years of successful teaching experience.

?  Experience serving as a lead teacher, instructional coach, teacher leader, administrator, program coordinator, or in a comparable educational leadership role.

?  Demonstrated knowledge of Tier 2 academic interventions, MTSS, and effective progress-monitoring practices.

?  Strong ability to analyze student-level, school-level, and districtwide data and translate findings into instructional action.

?  Experience developing individualized interventions based on assessment results and student needs.

?  Demonstrated knowledge of CLSP, culturally responsive teaching, and asset-based practices.

?  Experience designing and facilitating professional learning for educators.

?  Strong organizational and project-management skills, including the ability to monitor implementation across multiple schools.

?  Demonstrated ability to collaborate effectively with educators, school leaders, families, district departments, and community         partners.

?  Strong written, verbal, facilitation, and presentation skills.

?  Commitment to improving academic opportunities and outcomes for Black and Brown male students.

Preferred Qualifications

? Experience supervising, coaching, or evaluating educators.

? Experience leading a districtwide or multi-school initiative.

? Familiarity with BPS systems, policies, HQIM, and intervention structures.

? Experience using Solara, Panorama and curriculum-embedded assessments.

? Experience supporting improvements in academic achievement, attendance, engagement, and student   belonging.

? Ability to identify systemwide patterns while remaining attentive to the individual strengths and needs of each student.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.