Academic Intervention Teacher
About the Employer
Overview
Stipend Opportunity: 10 Boys Academic Intervention Teacher (SY26-27)
Required Qualifications
Valid Massachusetts Educator License. Bachelor's degree from an accredited college or university. Currently employed with Boston Public Schools. Demonstrated experience delivering standards-aligned instruction and targeted academic support to diverse learners. Knowledge of Tier 2 intervention, MTSS, progress monitoring, and the use of formative and diagnostic assessment data. Ability to analyze multiple sources of student data and translate findings into individualized instructional action. Demonstrated knowledge of culturally and linguistically sustaining practices, culturally responsive teaching, and asset-based approaches. Demonstrated ability to build positive, affirming relationships with Black and Brown male students and their families. Strong collaboration, communication, organization, documentation, and time-management skills.
Position Level
School Based
Reports To
10 Boys Initiative Academic Coordinator
Primary Function
Deliver targeted Tier 2 academic intervention and monitor the progress of participating students.
License
Valid Massachusetts Educator License Required
Program Overview
The 10 Boys Initiative is a district-wide Tier 2 intervention designed to address disproportionality in the academic and social-emotional outcomes of Black and Brown male students in Boston Public Schools. The initiative provides targeted, data-informed academic support for selected students. The initiative seeks to improve academic achievement, attendance, engagement, self-efficacy, and sense of belonging by combining evidence-based academic intervention with culturally and linguistically sustaining practices.
Position Overview
The 10 Boys Academic Intervention Teacher is a licensed educator responsible for implementing the initiative within an assigned school and providing direct Tier 2 academic intervention to participating students. The intervention teacher will use multiple sources of data to identify individual learning needs, establish measurable goals, deliver targeted instruction, monitor progress, and adjust support based on evidence of student response. The intervention teacher works in partnership with classroom teachers, families, and student-support teams. The position also maintains a direct programmatic relationship with the district-wide program coordinator, who establishes district-wide expectations, provides training and coaching, monitors implementation across schools, and reviews program outcomes.
Essential Responsibilities
Student Profiles and Intervention Planning Create and maintain a complete student success profile for every participating student, documenting strengths, interests, academic needs, attendance patterns, student and family perspectives, goals, services, and progress-monitoring measures. Review diagnostic, formative, curriculum-embedded, attendance, engagement, and early warning indicator data to identify the specific skills and conditions affecting each student's progress. Develop measurable, time-bound intervention goals and individualized plans aligned with grade-level standards, high-quality instructional materials, and the school's MTSS structures. Ensure that intervention plans supplement and accelerate access to strong Tier 1 instruction rather than replace grade-level learning. Instruction and Academic Acceleration Provide consistent before or afterschool, targeted Tier 2 instruction in small-group or individualized settings according to the approved intervention needs. Select and use evidence-based strategies that address identified skill gaps while helping students engage with current grade-level content. Maintain high expectations and use an asset-based approach that recognizes students' knowledge, identity, language, culture, and potential. Progress Monitoring and Data Management Collect progress-monitoring data and use consistent measures that are sensitive to short-term student growth. Maintain accurate, timely, and complete student records in Solara, Panorama, and any district-approved program trackers. Review results at established intervals to determine whether the intervention is working, needs to be adjusted, or requires consultation with the school's MTSS or student support team. Prepare student-level data, work samples, implementation evidence, and recommended next steps for school-based and district-wide review meetings. Culturally Responsive Practice and Belonging Apply culturally and linguistically sustaining practices and culturally responsive teaching throughout academic intervention. Build consistent, affirming relationships with Black and Brown male students that strengthen trust, academic identity, self-efficacy, agency, and belonging. Include student voice when setting goals, identifying barriers, evaluating support, and celebrating growth. Avoid deficit-based assumptions and communicate about students through a strengths-based, solution-oriented lens. Collaboration and Communication Collaborate regularly with classroom teachers to connect intervention lessons to grade-level instruction, assignments, and curriculum expectations. Participate in relevant CPT, MTSS, student support team, or other data-review meetings to coordinate services and avoid fragmented support when possible. Communicate with families about student strengths, goals, intervention plans, progress, and ways to reinforce learning at home. Provide scheduled updates to the district-wide program coordinator regarding student outcomes, implementation progress, barriers, and needed resources. Professional Learning and Program Accountability Participate in required onboarding, coaching, professional learning communities, and district-wide data-review sessions led by the district-wide program director. Complete training in Tier 2 intervention, academic acceleration, effective progress monitoring, CLSP, culturally responsive teaching, Solara, Panorama, and other required systems. Apply feedback from observations, coaching, and implementation reviews to strengthen instructional practice and program fidelity. Meet established deadlines for student profiles, intervention plans, data entry, progress reviews, family communication, and required reports. Contribute effective practices, implementation lessons, and student-success examples to the initiative's continuous-improvement process. Participate in five (5) Saturday training sessions both in person and via Zoom throughout the school year.
Preferred Qualifications
Master's degree in Education or a related field. Experience providing Tier 2 literacy or mathematics intervention. Experience reviewing student work, facilitating data cycles, or collaborating with MTSS or student support teams. Experience using Solara, Panorama, and curriculum-embedded assessment systems. Experience supporting improvements in academic achievement, attendance, engagement, self-efficacy, or sense of belonging.
Terms
Stipend amount: $4,000 The 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.