Turnaround: School Librarian [Madison Park HS] (SY25-26)

Boston Public Schools; Boston (MA); On-site; USD 55,000 - 65,000; Full time

Job summary

The Boston Public Schools is seeking a Turnaround School Librarian for Madison Park High School for the SY25-26. This role offers an exciting opportunity to foster creativity, innovation, and cultural responsiveness in a supportive academic environment aiming for equitable literacy outcomes. Candidates must have a Bachelor’s degree and be licensed as a Massachusetts School Librarian, and demonstrate a strong commitment to enhancing the learning experience of all students through strategic resource management and collaboration.

Qualifications

• Hold a Bachelor's degree and a valid Massachusetts School Librarian License.
• Must demonstrate skills in equitable literacy and culturally responsive educational practices.
• Ability to collaborate and co-teach effectively.

Responsibilities

• Support students and staff as critical thinkers and effective users of information.
• Oversee the library's physical and digital collections.
• Communicate library resources effectively to the school community.

Skills

Commitment to Equitable Literacy

Culturally Responsive Practice

Information Literacy Skills

Education

Bachelor's degree

Massachusetts School Librarian/Library License

Job description

Turnaround: School Librarian [Madison Park HS] (SY25-26)

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Turnaround: School Librarian [Madison Park HS] (SY25-26)

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****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.****

To be considered for this position, candidates must apply to the School Librarian [Candidate Pool Posting] (SY25-26) and be screened through the Central Office screening process.

Description: Boston Public Schools seeks a school librarian who is experienced, highly qualified, and knowledgeable to join our community of learners and leaders. This is an exciting opportunity for librarians who seek an environment that supports their creativity, and innovation and respects their skills and abilities as a librarian. Successful candidates must demonstrate a commitment to the vision of Equitable Literacy,and justice-based and anti-bias educational practice. They must possess an educational philosophy that embraces the community vision for a rigorous academic program, action toward culturally responsive practice, and champions the belief that all children can learn at high levels.

Reports to: Principal/Head of schools

Responsibilities

• Support students and staff to be critical thinkers and effective users, evaluators, and creators of information
• Create a caring and thoughtful environment with equitable access to the library’s physical and digital collections
• Collaborate and co-teach with colleagues to support curriculum through information literacy skills and utilizing diverse, complex, and culturally responsive texts
• Oversee the physical and digital collection, including performing equity audits, maintenance, collection selection and development, and organization of the library
• Provide resources to the school community that supports curriculum, current events, and school and community culture
• Communicate library resources and programs to school staff and families
• Instill and support a love of reading and stories in students
  
  

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.

• 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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.
• Communicating Professional Knowledge
  
  

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.
• Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)
• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.
• 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, III-B-2. Collaboration)
• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.
• Professional Reflection & Collaboration
  
  

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.
  
  

Qualifications - Required

• Education: Hold a Bachelor's degree
• Hold a valid Massachusetts School Librarian/Library License (All Levels).
• 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 Boston Public Schools as outlined above
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment
  
  

Qualification - Preferred

• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
  
  

Terms: BTU Group 1

Please refer to www.bostonpublicschools.org/ohr (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Seniority level

• Seniority level

  Mid-Senior level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Other

• Industries

  Education Administration Programs

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