Elementary Teacher

    • Job Tracking ID: 512440-552662
    • Job Location: Boston, MA
    • Job Level: Mid Career (2+ years)
    • Level of Education: BA/BS
    • Job Type: Full-Time/Regular
    • Date Updated: July 18, 2017
    • Years of Experience: 2 - 5 Years
    • Starting Date: ASAP
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Job Description:

School Description
Dudley Street School operates within the Boston Public Schools as a Horace Mann “in-district” charter school.  We opened our doors in 2012, and now serve over 300 students in grades PreK-5. Founded by the Boston Plan for Excellence (BPE) and the Dudley Street Neighborhood Initiative (DSNI), we work with local partners to ensure all children in the Dudley neighborhood have access to a high-quality education.

Dudley Street School is a BPE Teaching Academy, part of a PreK-12 neighborhood school pathway that includes Dearborn STEM Academy (G6-12). Modeled after teaching hospitals, our Teaching Academies immerse aspiring teachers — residents — in the best practices of the field. All staff at Dudley Street School work collaboratively to enact ambitious teaching and learning in service of student achievement goals.

The school is currently accepting applications for excellent elementary teachers.  Ideal candidates will have demonstrated the ability to drive academic success in urban, public school classrooms, and be committed to building, sustaining and leading an exemplary elementary school. As a Teaching Academy, all teachers will be expected to contribute to a vibrant professional learning community, to reflect on and improve their own practice and to mentor, train, and develop resident  teachers. 

DSNCS Principles of Instruction

  1. Teachers know students as individuals and as learners.
  2. Students are sense makers.
  3. Teachers  design instruction for all students to do complex thinking and work.
  4. High cognitive demand teaching requires knowledge of content and understanding of: how students interact with that content, knowledge of how students learn, and setting clear instructional goals.
  5. The measure of good teaching is student learning.

DSNCS Instructional Practices

  1. Build a culture where every student matters, participates, and engages in academic discourse.
  2. Maintain a consistent focus on student reasoning.
  3. Assess students’ understanding every day to inform instructional decisions.
  4. Ensure students read and write in all content areas in meaningful ways, on a regular basis.
  5. Integrate and connect language, instructional strategies, classroom routines, structures, and academic expectations to our essential habits of mind: perseverance, independence, and problem solving. 


Professional Climate & Culture

  • Promote a culture of excellence, characterized by high levels of transparency, shared responsibility, collaboration, organization, and efficiency.
  • Serve as a collaborating mentor to residents in a yearlong apprenticeship as they work to develop their craft and engage in the process of becoming outstanding classroom teachers.
  • Demonstrate deep commitment to professional learning and participate actively in the design and implementation of professional development that is focused on driving exceptional outcomes for students.
  • Work under the guidance of the leadership team, including Directors of Instruction, on curriculum, instruction, assessment, and using data to inform practice.

Student Achievement & Character Development  

  • Set and hold students to extremely high academic standards; ensure that each student achieves a minimum of one year of academic progress per school year.
  • Teach with the mindset of preparing students to attend and complete a four-year college degree.
  • Identify intellectual, physical, social, and emotional needs affecting students’ success in school, and take steps to collaboratively create a plan to address student needs.
  • Discuss, celebrate, and reinforce character, the habits of mind and the development of social-emotional skills.

Core Instructional Excellence

  • Place student thinking at the center of teaching practice by guiding students to refine and communicate their reasoning and respond constructively to the reasoning of others.
  • Demonstrate and continue to develop strong content knowledge.
  • Model responses and provide visual anchors; lead students through guided and independent practice.
  • Meet needs of a range of learners, providing extra support, enrichment, or variation of work.
  • Weave language acquisition, reading, and writing throughout the content.

Classroom Culture

  • Create a welcoming environment where every student matters and participates.
  • Establish classroom norms and routines that foster civility, mutual respect and provide for equitable participation in classroom discourse.
  • Design classroom space that reflects high expectations for teaching and for learning, is reflective of student achievement and work, and provides learning resources that are co-created by teachers and students.

Planning and Data Analysis

  • Work collaboratively in a team of teachers to develop and track specific and ambitious yet attainable goals for each student.
  • Evaluate student performance on established scoring rubrics that measure either academic growth or mastery of content objectives.
  • Use data from assessments, quizzes and informal assessments to evaluate student understanding and inform instructional practice and decisions.

Student, Family, and Community Relationships

  • Communicate in a positive, engaging, and meaningful way with students, families, and colleagues.
  • Invest parents and families in their children’s academic success and the creation of high expectations for student achievement through regular communication of successes and challenges.
  • Create opportunities for families to share what they know about their students and also provide feedback, concerns, and questions.
  • Generate authentic opportunities to engage the community and families with the school so that rich learning environments and holistic services are provided for students.


Experience and Skills:

•    Deep belief in the mission of Dudley Street School.
•    MA Teacher Certificate required (Elementary); additional licensure in ESL and SPED strongly preferred.  
•    Minimum of three years teaching in an urban public school with a record of high student achievement (preferred).
•    Ability to teach a wide range of student skill, ability, and developmental levels in mixed-grade setting.
•    Strong instructional and classroom management skills.
•    Demonstrated mastery of and enthusiasm for subject matter.  
•    Unyielding commitment to continuous learning and development.
•    Enthusiastic to reflect and grow as a teacher via coaching and feedback.
•    Maturity, humility, strong work ethic, sense of humor, and “can-do” attitude.