High School Learning Specialist

Academy of the Pacific Rim Charter Public School (APR) is a tuition-free, public charter school offering a rigorous, college preparatory program in Grades 5-12 to 540 students from Boston. For 25 years, APR has empowered diverse learners (90% students of color; 11% English Learners; 25% on IEPs) of all racial and ethnic backgrounds to achieve their full intellectual and social potential through high-quality academic and enrichment programs to promote college and career exploration, cultural immersion, and community service. Our supportive and inclusive community actively counters patterns of inequity through dynamic learning partnerships between staff, students, and families. This work is grounded in the vision that all students graduate with a focused mind and a big heart, having the critical thinking, mastery of academic and social skills, and a deep sense of self and others to joyfully pursue post-secondary education, careers, and civic life based on their passions and interests. Our 570+ alumni have a six-year college graduation rate of 70%—double the national average of their demographic peers.

About the Role

We believe that exceptional student outcomes are the result of excellent teaching and teamwork. Teachers and staff who thrive at APR are driven, passionate educators who love kids, are dedicated to their craft, embrace feedback, and constantly push themselves and their peers to learn and grow.

Responsibilities

• Curriculum, Instruction, and Student Assessment:
  • Lead and support classrooms in which students are affirmed for their brilliance, curiosity, and intellect.
  • Model a deep passion, expertise, and excitement for content matter.
  • Design and implement standards-aligned courses and curricular units that are rigorous, enriching, and foster critical thinking.
  • Create a classroom with a strong culture of achievement through best practices that promote student growth and achievement.
  • Provide students with continual feedback to strengthen their mastery of daily, weekly, and unit learning targets.
  • Collaborate with teachers and other specialists to modify curriculum, internalize, and deliver instruction to meet the individual needs of students with diverse learning needs. In some instances, leverage existing curriculum to plan intentionally for Foundations classes.
  • Leverage data to provide students with high-impact, targeted, and individualized intervention.
  • Develop students' understanding of core values, critical consciousness, and social-emotional capacity through APR’s advisory structure, Dragon Circles.
  • Write and implement IEPs, assess students’ performance, and track their progress.
  • Provide test accommodations to students.
  • Provide regular tutoring and office hour supports for students.
• Assessment and Interpretation:
  • Develop Individualized Education Plans (IEPs) annually to reflect students’ progress and goals for students on assigned caseload.
  • Write quarterly progress reports for students with IEPs.
  • Attend all initial, reevaluation, and annual review meetings for students on caseload.
  • Conduct educational assessments as needed (e.g., WIAT IV).
  • Prepare and present all educational evaluations for initial and reevaluation meetings.
  • Collaborate with other evaluators to ensure that all assessments are completed to gain full insight into the student’s needs.
  • Skillfully interpret assessment findings and relate them to educational performance and needs.
  • Make recommendations regarding accommodations, modifications, services, and/or other supports to address those needs.
  • Present key, relevant assessment findings to students and families in a clear, concise, non-technical, respectful manner, and engage them in constructive conversation to promote student learning.
  • Support intervention planning and intentional implementation for students who require additional academic and/or social-emotional support.
• Family and Community Engagement:
  • Mentor 10-15 students through regular advisory meetings and family meetings.
  • Develop strong relationships and partnerships with families through regular communication around academic and behavioral successes and challenges.
  • Maintain and communicate up-to-date, accurate student grades and progress relative to academic benchmarks.
  • Attend occasional family and community partnership events.
• Professional Responsibilities:
  • Actively participate in professional development at the school and individual level, including summer Dragon Institute, weekly professional development, and individualized coaching sessions.
  • Engage in a reflective process to continually strengthen teaching and learning practices.
  • Perform necessary support duties including (but not limited to) coverage, bus, lunch, and dismissal duties to ensure that students learn and thrive in a safe and supportive school environment.
  • Maintain regular, predictable attendance according to APR’s school calendar and staff attendance policy.
• Living Our Values:
  • Embody the belief that all students can achieve.
  • Actively collaborate and communicate with the team to advance APR’s mission.
  • Commit to continual personal and organizational growth.
  • Tenaciously foster the learning of every student.
  • Embrace diversity and the goals of equity and inclusion.

Requirements

• Demonstrated belief that all children can achieve their full intellectual and social potential.
• Epitomizes APR’s values in all interactions.
• A Bachelor’s degree is required; a Master’s degree is preferred.
• Teachers must either be certified or licensed to teach in Massachusetts or have passed, prior to the end of their first year of employment, the Massachusetts Tests for Educator Licensure (MTEL). This includes a passing score on the Communication and Literacy Skills test and a passing score on the relevant subject matter knowledge test(s).
• Teachers should hold an SEI (Sheltered English Immersion) endorsement or complete this prior to the end of their first year of employment.
• Expertise in and enthusiasm for content area(s).
• A minimum of two years teaching experience in a charter or district school setting serving a similar demographic is preferred but not required.