SY 26-27: RESIDENT TEACHER

Roxbury, MA
Full Time
Entry Level

SY 26-27: RESIDENT TEACHER

MISSION

Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond.  

 

VISION

In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world.

 

OVERVIEW

Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community– many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston’s robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities.


CORE VALUES

Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success.

Achievement:  We strive for excellence and hold each other and ourselves accountable to the highest of standards. 

Generosity: We look for opportunities to help one another and lift up other members of our community.

Unity: We are one team and resolve our differences respectfully so we can move forward as a united front.

Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued. 

Resilience: We confront challenges and adversity head-on and never, ever give up.

 

Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school. 

 

Learn more about Bridge Boston here.

 

THE POSITION

The Resident Teacher (RT) position is connected to BridgeYou, which is Bridge Boston Charter School’s very own teacher development program. RTs have a carefully designed set of responsibilities that allow them to gradually assume lead teaching responsibilities throughout the year. While RTs are not lead teachers on Day 1, they are expected to start the school year off with more significant teaching responsibilities than an Associate Teacher / paraprofessional. RTs are expected to attend BridgeYou courses that meet roughly one night per week for the entire school year, focusing on a range of best practices as well as preparation for the Massachusetts Test for Educator Licensure (MTEL).


The RT will work collaboratively with and receive support from the Director of Professional Learning and their respected Dean of Curriculum and Intervention (DCI). The RT will report directly to their assigned DCI. The precise grade assignment for this position has yet to be determined and will depend on the qualifications and background of the person to be hired as well as the staffing needs of the school. 

 

Specifically, they will be responsible for:

 

Instructional Responsibilities

  • Become familiar with the curriculums of your assigned grade
  • Work with the assigned lead teacher to identify the subjects and lessons that you will lead or co-lead together
  • Commit to observing and leading in lesson plans that have clear objectives, a consistent teacher/student engagement ratio and more in order to provide students with benchmark/standard based instruction and proper academic support
  • Communicate with students as a “warm demander” with a Responsive Classroom approach, which leads lessons in a way that allows for modeling, peer collaboration and independent practice
  • Collaborate with the DCI, Senior Director of Academic Support, Assistant Principal and Lead Teachers to identify students who require small group intervention
  • Plan daily, academically driven, small group lessons and/or whole group lessons in collaboration with the Mentor Teacher
  • Use data and intervention resources as needed to make sure that all students have access to meeting the lesson objectives and grade level benchmarks
  • Work with students individually or in small groups when intervention is required
  • Assume the lead and cover for your Mentor Teacher in the event of an absence (Assignments and supports may be provided by the Assistant Principal)
 

Classroom Culture & Management Responsibilities

  • Maintain and support the high standards of student behavior set by the school’s cultural and practiced norms of Responsive Classroom paired with the school’s behavior matrix in order to achieve optimal learning 
  • Adhere to & promote Bridge Boston’s MTSS expectations, JAGUAR values and social/emotional learning policies
  • Monitor lunch, recess, and hallway transitions without being distracted by technology as student safety is always the priority
 

Professional Development Responsibilities

  • Participate in grade level, division level, and school-wide professional development as directed by school administration
  • Maintain professional competence through participation in additional in-service activities and other learning opportunities and/or self-selected professional growth activities
  • Attend all BridgeYou courses as directed and outlined by the Director of Professional Learning (DPL)
  • Complete all BridgeYou assignments as related to the Resident Teacher Program
  • Join group and individual check-in meetings around your growth and development as an effective lead teacher
 

Additional Responsibilities

  • Communicate with your assigned lead teacher , other teachers on your team, parents, administration, and colleagues in a timely, consistent manner in person and in writing
  • Partner with the Culture Team, Special Education, and English Language Learning departments to leverage supports that will advance the individual needs of students
  • Submit behavioral and academic reports in a timely manner
  • Adhere to Bridge Boston schoolwide protocols, policies, and regulations
  • Be actively present in your role when you are around students at all times (ie, staying alert, keeping eyes on students, being aware of student activity and needs, and only using your phone for work related needs)
  • Participate in required family engagement activities such as parent-teacher conferences, parent-admin dinners, school music concerts, student awards programs and other school wide events
  • Perform other related duties as assigned by Division/Department Leader
 

QUALIFICATIONS

  • BA or BS required (in education preferred)
  • Prior experience with classroom management, and teaching k-8 students is required (teacher prep programs, teaching apprenticeships, teaching fellow programs or the like are a few qualifying examples)
  • Prior experience teaching a diverse body of students in a school setting preferred 
  • Demonstrated cultural competence and sensitivity; belief in the value of diversity 
  • Clear willingness to make and learn from mistakes
  • Ability to be flexible with a variety of tasks and desire to work in a fast-paced environment 
  • Adaptive, flexible, and resourceful problem solver
  • Have a “self-starter” and team player attitude – working to address and resolve issues with a team focus
  • Willingness to hold students accountable for meeting high expectations in academics and behavior in a way that preserves their dignity
  • Detail-oriented and organized
  • Strong work ethic and sense of urgency
 

COMPENSATION

Salary Range: See our teaching salary scales here

 

TO APPLY

The review of applications will begin immediately and will continue until the position is filled.  Interested applicants should apply for jobs via the “career” page of our website: https://www.bridgebostoncs.org/careers. Should you have questions about the process, please email Human Resources at [email protected].  

If you are a qualified individual with a disability or a disabled veteran, you may request a reasonable accommodation if you are unable or limited in your ability to access job openings or apply for a job on this site as a result of your disability. You can request reasonable accommodations by contacting Human Resources at [email protected] 857-229-1601.

 

Bridge Boston is proud to be an Equal Employment Opportunity workplace. We celebrate diversity and are committed to creating an inclusive environment for all employees. We do not discriminate based on race, religion, color, national origin, gender (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, gender expression, age, status as a protected veteran, status as an individual with a disability, or other applicable legally protected characteristics.

Share

Apply for this position

Required*
We've received your resume. Click here to update it.
Attach resume or Paste resume
Attach resume as .pdf, .doc, .docx, .odt, .txt, or .rtf (limit 5MB) or Paste resume

Paste your resume here or Attach resume file

To comply with government Equal Employment Opportunity and/or Affirmative Action reporting regulations, we are requesting (but NOT requiring) that you enter this personal data. This information will not be used in connection with any employment decisions, and will be used solely as permitted by state and federal law. Your voluntary cooperation would be appreciated. Learn more.
Invitation for Job Applicants to Self-Identify as a U.S. Veteran
  • A “disabled veteran” is one of the following:
    • a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or
    • a person who was discharged or released from active duty because of a service-connected disability.
  • A “recently separated veteran” means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.
  • An “active duty wartime or campaign badge veteran” means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.
  • An “Armed forces service medal veteran” means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.
Veteran status


Voluntary Self-Identification of Disability
Voluntary Self-Identification of Disability Form CC-305
OMB Control Number 1250-0005
Expires 04/30/2026
Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years.

Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to:

  • Alcohol or other substance use disorder (not currently using drugs illegally)
  • Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS
  • Blind or low vision
  • Cancer (past or present)
  • Cardiovascular or heart disease
  • Celiac disease
  • Cerebral palsy
  • Deaf or serious difficulty hearing
  • Diabetes
  • Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders
  • Epilepsy or other seizure disorder
  • Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome
  • Intellectual or developmental disability
  • Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD
  • Missing limbs or partially missing limbs
  • Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports
  • Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS)
  • Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities
  • Partial or complete paralysis (any cause)
  • Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema
  • Short stature (dwarfism)
  • Traumatic brain injury
Please check one of the boxes below:

PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.

You must enter your name and date
Human Check*