DISTRICT SUPPORT SPECIALIST, Teaching and Learning

The Professional Learning and District Support Specialist supports a collaborative partnership between Boston University and Somerville Public Schools (SPS) to advance high-quality science instruction, with a focus on multilingual learners.

This role is responsible for:

• Designing, coordinating, and implementing professional learning opportunities, as well as, facilitating.
• Collaboration, coaching, and co-teaching initiatives with district leaders and university researchers.
• The Specialist works closely with SPS instructional leaders, coaches, and educators to align science instruction with broader district priorities. T
• This role does not have direct supervisory responsibilities but plays a key role in project implementation and cross-institutional coordination.

Position Logistics:

• This is a part-time, 50% FTE position (approximately 20 hours per week).
• The role will follow a hybrid work model, including time on-site Somerville Public Schools and Boston University, as well as remote work. 
• Travel between partner sites is required. Occasional evening or weekend hours may be necessary to support professional learning sessions or partnership activities.

Essential Function 1 (30%):

Coordinate and engage in collaboration with BU researchers, SPS district leaders, and other stakeholders to support project goals and alignment across initiatives.

Essential Function 2 (20%):

Collaboratively design systems and structures to sustain professional learning in science for K5 teachers, language specialists, instructional coaches, and administrators.

Essential Function 3 (20%):

Collaboratively develop, pilot, and implement professional learning opportunities to expand the capacity of instructional coaches and instructional leaders in elementary science, with an emphasis on language in and for science learning.

Essential Function 4 (20%):

Support instructional coaches and instructional leaders in implementing SPSs vision for high-quality science instruction through collaboration, consultation, and resource development.

Essential Function 5 (10%):

Contribute to project documentation, communication, and continuous improvement efforts across the BUSPS partnership. Other duties as assigned.

Minimum Qualifications:

• Bachelor's degree required (master's degree in education or related field preferred).
•  Minimum of 5 years of teaching experience in elementary or middle school, including science instruction.
• Experience designing and delivering professional learning.
• Strong collaboration, communication, facilitation, and project coordination skills.
• Knowledge of high-quality science instruction practices and instructional strategies for multilingual learners.
• Familiarity with the processes of K5 curriculum development and alignment.

Preferred Qualifications:

• Experience as an instructional coach, department head, or mentor teacher.
• Experience working in urban school districts or similar contexts.
• Experience collaborating with research-practice partnerships.

Work Modality: Hybrid (combination of on-site work in Somerville Public Schools and Boston University, and remote work; expected regular in-person collaboration).

Start Date: Flexible, with a desired start between August 15 and September 1.

Compensation: The salary for this position is based on a 50% FTE of a base salary of $80,000 in Year 1 (prorated to $40,000). Final compensation may vary based on experience, qualifications, and scope of responsibilities.

Confidential Data:

All information (written, verbal, electronic, etc.) that an employee encounters while working at Boston University is considered confidential. Employees must adhere to university and departmental policies, guidelines and procedures; and all applicable laws and regulations at all times.

Additional Requirements:

This role requires regular travel between Boston University and Somerville Public Schools sites. The position may involve extended periods of computer-based work, including virtual meetings and document preparation. Occasional facilitation of in-person professional learning sessions may require standing for extended periods.