To be considered for this position, candidates must apply to the School Librarian Candidate Pool Posting SY26-27 and be screened through the Central Office screening process.
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 librarys 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. • 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. • Maintains a respectful environment.
ParentFamily Engagement
III-A-1. ParentFamily 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 socio-emotional learning experiences for students.
Qualifications
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, and Somali.
Terms
Please refer to the BPS website 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.
Boston Public Schools in accordance with its nondiscrimination policies does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex, gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.