Teacher - SLIFE Native Literacy Multilingual Gr. 5-6 (Re-Post)(SY26-27)

Hernandez Elementary; Boston (MA); On-site; USD 55,000 - 75,000; Full time

Job summary

The Hernández School in Boston is seeking a bilingual SLIFE Native Literacy teacher for grades 5-6. The role requires native Spanish literacy and biliteracy, with licensure in the appropriate content area.

Educators will deliver high‑intensity literacy instruction to newcomer English Learners, teaching in both Spanish and English and collaborating with staff and families. Responsibilities include interdisciplinary planning, district goal implementation, and creating a supportive, inclusive

Qualifications

• Must be bilingual and biliterate in multilingual settings.
• Licensed in the appropriate content area.
• Experience with SLIFE or newcomer students preferred.

Responsibilities

• Teach high intensity literacy in a SLIFE native literacy setting.
• Create interdisciplinary study integrating reading, writing, and analytical skills.
• Implement district goals using TERC Math Investigations and Readers/Writers Workshop.
• Establish a positive classroom environment with routines and behavior supports.
• Administer district assessments per guidelines.

Skills

Bilingual

Biliterate

Native Literacy

Classroom management

Education

Teaching licensure

Job description

Teacher - SLIFE Native Literacy Multilingual Gr. 5-6 (Re-Post)(SY26-27)

Job Description

The Hernández School provides a dual language, Spanish-English model for all students K1-6th grade. We seek diverse candidates that represent our student population, specifically those with native Spanish literacy levels who are able to teach and provide services equally in Spanish and English. All staff must be willing to adopt our Hernández Instructional Expectations which includes bilingual unit planning, academic language supports in Spanish and English, and ensuring sociocultural competencies in all lessons. Our school maintains a high level of collaboration with colleagues and partnership with families.

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