Cluster Substitute Teacher - Kennedy Academy for Health Careers - SY25-26
Cluster Substitute Teacher - Kennedy Academy for Health Careers - SY25-26
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Job Description
SCHOOL YEAR:
POSITION TITLE: CLUSTER SUBSTITUTE TEACHER
The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Cluster Substitute 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 professions. 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 BPS history.
Job Description:
Boston Public Schools (BPS) seeks an exceptional Cluster Substitute Teacher who is highly qualified and knowledgeable to join our community of teachers learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS the 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. BPS 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 a teacher.
Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily.
Reports to: Head of School or Designee
Core Competencies
Using the Rubric of Specialized Instructional Support Personnel (SISP) the Office of
Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.
Accountability for Student Achievement
(IIA1 Quality of Effort and Work IID2 High Expectations I B2 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
(IA1 Professional Knowledge IA2 Child Adolescent Development IA3 Plan Development)
- Exhibits strong knowledge of child development and how students learn and behave and 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
(IIA3 Meeting Diverse Needs IIA2. Student Engagement IIB1. Safe Learning Environment
IIB2 Collaborative Learning Environment ID3 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
(IIC1. Respects Differences IIC2. Maintains a Respectful Environment)
- Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected.
Parent/Family Engagement
(IIIA1. Parent/Family Engagement IIIB2. Collaboration)
- Engages with families and builds collaborative respectful relationships with them in service of student learning.
- Deep knowledge and understanding of and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
- 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
(IVA1. Reflective Practice IVC1. Professional Collaboration IVC2. Consultation)
- Regularly reflect on practice seek and respond to feedback and demonstrate selfawareness 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 plan appropriate classroom or school interventions.
- Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic behavioral and social/emotional learning experiences for students.
Qualifications Required
- Education: Minimum of an undergraduate college/university degree.
- Current authorization to work in the United States Candidates must have such
authorization by their first day of employment.
- Successfully complete a screening interview with the BPS Office of Human Capital.
- Pass a CORI/SORI criminal background check.
- Signed Election Agreement pertaining to working at a Horace Mann InDistrict Charter School
Qualifications Preferred:
- Massachusetts Teaching License in assigned content and grade level including SEI Endorsement if applicable.
- Experience in a school or community setting working with children or young adults.
- Experience teaching in urban schools.
- BPS values linguistic diversity and believes candidates who speak another language add 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.
Terms: BTU Group 2
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.
Employment Type
Full-Time
