Teacher - SLIFE Native Literacy Multilingual Gr. 3-4 [Anticipated Vacancy] (SY26-27)

TrulyHired; Boston (MA); On-site; USD 60,000 - 90,000; Full time

Job summary

TrulyHired in Boston is seeking a Native Literacy teacher for SLIFE students. The position requires bilingual and biliterate in Multilingual and appropriate Massachusetts content-area licensure. The anticipated vacancy may begin as soon as 09/30/2026, with decisions dependent on vacancy.

The classroom serves newcomer English Learners aged 9 or older, with limited formal schooling. Responsibilities include interdisciplinary literacy instruction, using state frameworks, and implementing district

Qualifications

• Hold a Bachelor's degree and MA teaching license in the appropriate content area.
• Fully licensed and Highly Qualified per state requirements.
• Ability to work with SLIFE and newcomer ELL students.
• Authorization to work in the United States by start date.

Responsibilities

• Teach High Intensive Literacy in a SLIFE Native Literacy setting.
• Deliver interdisciplinary instruction integrating reading, writing, and analytical skills.
• Implement district learning goals using specified curricula and workshop model.
• Establish a positive, structured classroom with effective routines and behavior supports.
• Administer mid-year and end-of-year assessments per district guidelines.

Skills

Bilingual/biliterate in Multilingual

Literacy instruction

Interdisciplinary instruction

Classroom management

Education

Bachelor's degree

Massachusetts Teaching License (content area)

Tools

TERC Math Investigations Curriculum

Readers and Writers Workshop

Job description

This position is an anticipated vacancy. It is expected to be vacant by 09/30/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

This is a teaching position in a classroom for Students with Limited or Interrupted Formal Education (SLIFE). This position is a Native Literacy teaching position, meaning candidates must be bilingual and biliterate in Multilingual and hold licensure in the appropriate content area.

In this program model, students are all newcomer English Learners who are ages 9 or older, have ELD levels 1 or 2, are at least two years behind their grade level peers in native language literacy, and have limited or interrupted formal schooling. Students will receive instruction in the student's native language while students in the SLIFE Multilingual program are from various linguistic backgrounds. Students receive intensive literacy instruction in the native language, and age-appropriate core content instruction in the native language.

Reports to:

Principal/Head of School

Responsibilities

Teach: High Intensive Literacy in a SLIFE Native Literacy setting

• Creatively provide an interdisciplinary course of study that integrates reading, writing, and analytical skills development in alignment with state curricular frameworks for core content areas.
• Implement district learning goals and objectives using TERC Math Investigations Curriculum and Readers and Writers Workshop Model.
• Create developmentally appropriate, child centered environment that establishes positive student behavioral expectations conducive to all learners needs through structured routines and positive behavioral interventions.
• Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum
• Administer district mid-year and end-of-year assessments in accordance with district guidelines.

Core Competencies:

Using the Rubric of Effective Teaching, the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:

Accountability for Student Achievement

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

• Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effort
• Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
• Passionate and optimistic about their students, their content, and the teaching profession

Communicating Content Knowledge

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Demonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align to standards

Equitable & Effective Instruction

(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

• Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
• Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
• Builds a productive learning environment where every student participates and is valued as part of the class community

Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)

• Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected

Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning

Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
• Seeks to participate in and contribute to a collaborative adult learning community.

Qualifications - Required:

Education:

• Hold a Bachelor's degree.
• Hold a Massachusetts Teaching License in appropriate content area and grade level.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by the BPS as outlined above.
• Current authorization to work in the United States - candidates must have such authorization by their first day of employment.

Qualifications - Preferred:

Preferred:

• Experience teaching in urban schools.
• Fluency in one of BPS' official languages: Spanish, Cabo Verdean Creole, Haitian Creole , Chinese, Vietnamese, Portuguese, & Somali.
• Hold a degree in Education.
• Hold a Bilingual Education Endorsement in one of BPS'