Assessment Manager for Language Acquisition (SY24-25)

POSITION OVERVIEW The Office of Data and Accountability at BPS seeks an Assessment Manager for Language Acquisition who will have a lead role in coordinating the district’sassessment strategy for language learners. This person will be responsible for contract management, district and school communications, interdepartmental relationships, and professional development for all district staff related to administration of English Proficiency assessments.The Assessment Manager for Language Acquisition will coordinate the implementation and administrations of the formative assessment for language learners and the use of formative assessment data, as well as ensure that BPS has effective administration of the ACCESS assessment. The Assessment Manager for Language Acquisition is responsible for supporting school leaders and teacher teams to drive academic performance through the use of ACCESS and formative language assessments to support language acquisition and biliteracy. RESPONSIBILITIES: Support District Language Acquisition Assessment Strategy Work collaboratively with district office staff, school leaders, and teacher teams to support the use of formative and summative assessment data in planning instruction and guiding school improvement for language learners. Guide selection and refinement of assessments to ensure they are aligned to college- and career-ready standards,produce meaningful and accurate data, andrepresent appropriate rigor. Build, maintain, and execute on large-scale project plans that focus on both short-term (current school year) and long-term scalability and quality of the district’s language acquisition assessment system. Provide regular analysis of formative assessment results of ELs and language learners to senior leadership and department headsin order to inform decisions regarding interventions and school supports. Serve as the liaison between Boston Public Schools, WIDA, DESE and language acquisition-specific assessment vendors Facilitate diverse stakeholder groups — including teachers, school leaders, parents, and students – in feedback sessions which will inform language acquisition formative assessment practice district-wide. Communicates assessment progress, needs, and changes to key stakeholders in the district. Coordinate District Operations for ACCESS and Formative Assessment Testing Create policies and procedures to enure appropriate language assessment practices within the district. Prepare test administration guides and other materials to disseminate to schools. Provide customer service experience for school leaders and teachers. Connect them with direct support — whether it’s within BPS or external. Coordinate with other departments to maintain a smooth administration and data integration. Manage communication with schools and other BPS offices regarding upcoming assessments, deadlines, requirements, and data availability. Provide guidance and information about language learners to the Assessment Coordinators to ensure compliance with state and local assessment requirements. Support the coordination of Special Education services in conjunction with Language services pertaining to assessments and testing accommodations. Liaise with the Office of English Learners in order to provide stakeholders (students, families, schools, district leaders) with accurate assessment information and administration support. Implement Professional Learning Provide technical assistance to schools around using assessment platforms to administer assessments and analyze data through online reports Coordinate with other district departments to provide training and coaching to central office and school staff in order to promote assessment literacy and establish effective processes for interpreting ACCESS results and formative assessment data for language acquisition . Create turnkey training materials as necessary for classroom, school, and district users, in addition to maintaining “on demand” training resources for self-guided learning. Work closely with the School Superintendent Team to strategize year-long assessment support across all schools, along with metrics for implementation and student success. Assist with other office assessment tasks as needed. QUALIFICATIONS - REQUIRED: Bachelor’s degree 3 or more years of directly related experience (experience in a school setting as a teacher or administrator is preferred) Experience managing projects and bringing to closure with minimal supervision Knowledge of the components of high-quality teaching and learning, particularly in the area of language acquisition Demonstrated experience effectively using or supporting effective use of formative assessment in the classroom Strong understanding of assessment properties and design Ability to make complicated information clear to others Ability to prioritize responsibilities with a focus on timely support of schools Experience using data to inform group decision-making processes Ability to motivate and support a strong data-driven culture Experience creating and facilitating protocols that enable others to utilize data to meet organizational goals Outstanding critical thinking skills Ability to establish effective working relationships both within and outside of the organization Competency in Microsoft Office Suite and Google Suite of Products, especially Microsoft Excel/Sheets and PowerPoint/Slides Excellent written and oral presentation skills Current authorization to work in the United States - Candidates must have such authorization by their first day of employment QUALIFICATIONS - PREFERRED: Master’s degree in relevant field Experience in a large, urban school district Experience with ACCESS or other language assessment administration and analysis Experience assessing PK-12th grade English Language Learners with the W-APT, WIDA Screener, or other screening tools Specialized knowledge of statistical and ethical concepts related to educational measurement Bilingualism and biliteracy TERMS: Managerial, Grade C51 The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

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