SY 25-26: Elementary School Lead Teacher

THE POSITION

The job of a Bridge Boston lead teacher can be summed up as follows: relentless pursuit of student growth. At Bridge, we place an equal value on academic and social-emotional growth. Our students thrive academically when they have teachers who build caring and trusting relationships by taking the time to understand and holistically meet their learning needs. 

• Curiosity about student learning - They are driven to use data, student work, and observations of learning to figure out how to give their student what they need to grow as scholars and as human beings. 
• Love for the content - They love the puzzle of figuring out how to make academic content engaging and accessible to all students. 
• Cultural sensitivity and humility - They know that strong relationships are the foundation of teaching and learning, and therefore recognize that there’s constant work to be done to build trust with all their students, families, and colleagues. 
• Continuous learning - They are reflective and inquisitive about what is and is not working for their students, and they’re open to learning and trying new things through professional development and coaching. 
• Professionalism & Collaboration - They understand that being a good teammate and role model is as important to our overall success as a school as being an effective instructor. 
• Positivity - Even when faced with extraordinary challenges, they work hard to stay open minded, strengths based, solutions oriented, and proactive. 

Specifically, they will be responsible for:

Instructional Leadership

• Effectively deliver standards-based & curriculum aligned instructional lessons that will ultimately ensure Bridge Boston Scholars are academically ready and prepared to meet and/or exceed state and national standards,
• Adapt and build upon existing curriculum to plan lessons that are engaging and motivating for our students and that leverage best practices learned from PD and coaching, 
• Adjust and/or create lesson plans for targeted, data-driven small group interventions that address student skill deficits as part of the school’s MTSS (Multi-Tiered Systems of Support)
• Work collaboratively with grade level teammates and content teams to ensure that unit and lesson plans are aligned with school’s academic vision and priorities,
• Work collaboratively with teaching teammates to create and share lesson plans in a timely manner,
• Proactively communicate with our students’ families to ensure that they understand what their child is learning and how they can support their child’s academic growth and achievement. 

Classroom Culture & Management

• Establish and maintain high standards of student behavior needed to achieve optimal learning atmosphere in the classroom,
• Hold students accountable for meeting high behavioral expectations, while still working relentlessly to build positive relationships and implement restorative practices with young people
• Provide a functional and attractive environment in the classroom conducive for learning
• Use our Morning Meeting SEL block to plan and deliver explicit social-emotional learning lessons
• Adhere to & promote Bridge’s systems and policies for maintaining a positive and productive school culture, including the JAGUAR Values, Paw Points, and the Behavior Matrix

Assessment

• Administer assessments in a variety of forms (e.g. daily exit tickets, unit assessments, literacy & math diagnostics, etc) in accordance with our instructional vision and priorities
• Use scholar work and assessment data to inform instruction and targeted intervention that drives student achievement
• Evaluate students’ academic and social growth, keep appropriate records, prepare student reports and communicate regularly with families regarding their child's progress.

Professional Growth & Responsibilities

• Actively engage with grade level, division level, and school-wide professional development and coaching by demonstrating a willingness to continuously grow through practice and feedback,
• Communicate proactively and constructively with peers and supervisors about ways to improve the overall school experience for students and staff, 
• Supervise students and maintain high expectations for behavior during out-of-classroom activities (e.g. hallway transitions, assemblies, lunch and recess, etc),
• Submit attendance, behavior and academic reports in a timely manner,
• Arrive on time for all assigned duties and responsibilities,
• Participate in required family engagement activities such as curriculum nights, parent-teacher conferences, school music concerts, and other cultural events,
• Adhere to Bridge Boston’s Staff and Employee Handbook policies

QUALIFICATIONS

• BA or BS required; appropriate graduate coursework preferred
• 2-3 years of teaching experience in a similar setting preferred
• Relevant Massachusetts Provisional, Initial, or Professional teaching certification
• Sheltered English Immersion endorsement
• Demonstrated cultural competence and sensitivity; belief in the value of diversity 
• Clear willingness to make and learn from mistakes
• Have a “self-starter” and team player attitude – working to address and resolve issues with a team focus
• Effective communication skills with families, staff, and students 
• Adaptive, flexible, and resourceful problem solver
• Excited about regularly receiving feedback and have a growth mindset for students, staff, and themselves,
• Customer-service orientation
• Strong work ethic and sense of urgency
• Detail-oriented and organized
• Life-long learner; willingness to make and learn from mistakes; interest in learning new things
• Values diversity and demonstrates cultural competence and sensitivity

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