Teacher - Vocational Tech Health Assistant Anticipted Vacancy SY25-26

This position is an anticipated vacancy. It is expected to be vacant by 06/24/2025. However the current incumbent has a right to rescind their retirement leave or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated and you may start the year as a LongTerm Substitute if the position does not become vacant by the start of the school year.

SCHOOL YEAR:

POSITION TITLE: VOCATIONAL TECH TEACHER/HEALTH ASSISTING

The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Health Assisting Vocational Teacher who is highly qualified and knowledgeable to join our community of teachers learners and leaders. Kennedy Academy teachers and leaders are committed to the vision of high expectations for achievement equal access to high levels of instruction the achievement of academic proficiency for all students and the closing of the achievement gap among subgroups within the schools.

Kennedy Academy is a Horace Mann InDistrict Charter High School. It is a college preparatory and vocational high school for Boston students exploring careers in health and healthrelated careers. The Academy provides a supportive learning environment that promotes respect and embraces diversity. Students will attain the life skills needed to become productive and positive members of society. Kennedy Academy is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an educator.

In addition over the next five years Kennedy Academy will double in size add new health career pathways college courses workbased learning and offer graduates access to goodpaying careers at Mass General Brigham thanks to Bloomberg Philanthropies $38 million grant which marks the largest philanthropic investment in Boston Public Schools history.

REPORTS TO: Head of School or Designee

RESPONSIBILITIES:

• Teach Health Assisting

Curriculum Development

Creatively provide an interdisciplinary course of study that incorporates statecurricular frameworks.

Instructional Delivery

Deliver content through discrete instruction demonstration practice and projects. Instruct students in safety and industryrelated curriculum materials

Handson Training

Provide handson training in clinical skills including taking vital signs

Laboratory Supervision

Supervise students in laboratory settings ensuring adherence to safety protocols proper use of equipment and mastery of technical skills.

Clinical Experiences

Coordinate and oversee clinical experiences for students in healthcare facilities including hospitals clinics and medical offices to provide realworld exposure and practical learning opportunities. Instruct students in all aspects of the industry.

Assessment and Feedback

Assess student performance through quizzes exams projects and clinical evaluations providing constructive feedback and support for improvement.

Student Support

Provide academic and career guidance to students including assistance with resume writing job search strategies and preparation for certification exams or further education in healthcare fields.

Professional Development

Stay current with advances in health assisting practice technology and regulations through professional development activities workshops conferences and networking opportunities. Serve on the Wellness Council.

Collaboration

Build and maintain partnerships that assist in getting students into authentic clinical learning experiences. Participate in team meetings /curriculum development/and professional development. Participate in activities that support student achievement and program and school functioning.

Documentation and Reporting

Maintain accurate records of student attendance grades and clinical hours and prepare reports for school administration and regulatory agencies as required. Maintain records as required by the school district or state.

• Perform other related duties as requested by the Head of School or designee.

CORE COMPETENCIES: Using the Rubric of Effective Teaching the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

1. Accountability for Student Achievement

(IIA1. Quality of Effort and Work IID2. High Expectations IB2. Adjustments to Practice)

• Sets ambitious learning goals for all students creates cognitively demanding tasks and models the belief that all students can master challenging material through effective effort
• Assesses students understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
• Passionate and optimistic about their students their content and the teaching profession

1. Communicating Content Knowledge

(IA1. Subject Matter Knowledge IA4. WellStructured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Demonstrates understanding of how the subject matter applies in realworld settings and connects to other content areas and relevant standards
• Can convey content in creative and engaging ways that align with standards

1. Equitable & Effective Instruction

(IIA3. Meeting Diverse Needs IIA2. Student Engagement IIB1. Safe Learning Environment)

• Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
• Uses instructional practices that are likely to challenge motivate and engage all students and facilitate equitable active student participation
• Builds a productive learning environment where every student participates and is valued as part of the class community

1. Cultural Proficiency

(IIC1. Respects Differences IIC2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected

1. Parent/Family Engagement

(IIIA1. Parent/Family Engagement)

• Engages with families and builds collaborative respectful relationships with them in service of student learning

1. Professional Reflection & Collaboration

(IVA1. Reflective Practice IVC1. Professional Collaboration)

• Regularly reflects on practice seeks and responds to feedback and demonstrates selfawareness and commitment to continuous learning and development
• Seeks to participate in and contribute to a collaborative adult learning community.

QUALIFICATIONSREQUIRED:

• Education: Hold a Bachelors degree.
• Hold a valid Massachusetts Vocational Tech Teaching License in the appropriate subject 914.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• Current authorization to work in the United States Candidates must have such authorization by their first day of employment.
• Signed Election Agreement pertaining to working at a Horace Mann InDistrict Charter School.

Required (but eligible for an emergency license)

• Must possess a Massachusetts Department of Elementary and Secondary Education Vocational Chapter 74 Teachers license in the Health Assisting or have all of the qualifications to be eligible for licensure.
• Must hold a Massachusetts Registered Nurse (RN) license
• Must have a Bachelors Degree
• Must have six years of work experience as an RN
• Current authorization to work in the United States Candidates must have such authorization by their first day of employment
• Signed Election Agreement pertaining to working at a Horace Mann InDistrict Charter School

Preferred

• Prior teaching experience
• CPR Instructor status
• Experience working with urban youth
• Familiar with industry certifying options
• OSHA 10 certification
• 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 & Somali.
• In order to best serve all students BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities English as a Second Language (at the appropriate grade level(s).

Terms: BTU Group I

Please click here for more compensation information. 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. EMK has a longer school day through the Schedule A Expanded Learning Time (ELT) Agreement. The employee will be required to adhere to the work conditions including calendar schedule and flexibility established by the School. Common planning time program department and committee meetings and professional development occur on Wednesdays generally between 2pm 4pm.

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 biasbased intimidation threat or harassment that

demeans individuals dignity or interferes with their ability to learn or work.