Teacher - Music Vocal Music Teacher Gr 9-12 04 FTE PART-TIME Long-Term Substitute SY25-26
Teacher - Music Vocal Music Teacher Gr 9-12 04 FTE PART-TIME Long-Term Substitute SY25-26
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Job Description
THIS IS A LONGTERM SUB POSITION that isscheduled to begin at the start of theschool year and conclude by the end of the same school year.Please note that all substitute teachers are hired as per diem subs even when placed in longterm assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website Boston Arts Academy a public high school for the visual and performing arts with students in Grades 912. It is a joint project of the Professional Arts Consortium the Berklee College of Music Boston Conservatory at Berklee Boston Architectural Center Emerson College Massachusetts College of Arts and the School of the Museum of Fine Arts) and the Boston Public Schools. Boston Arts Academy serves as a laboratory and a beacon for artistic and academic innovation preparing a diverse community of aspiring artist scholars to be successful in their college or professional careers and to be engaged members of a democratic society.
This innovative school features a college preparatory curriculum supporting integrated and interdisciplinary teaching and learning among arts and academic disciplines. Students explore the arts in both traditional and new media forms. The Academys program is enriched by the involvement of the six members of the Professional Arts Consortium. Both the program and the student body at Boston Arts Academy reflect the culture ethnic and linguistic diversity of Boston.
BAA is an autonomous school within the BPS that holds Pilot School status. This allows us autonomy over our schedule staffing budget governance and curriculum. As a result we have an Election to Work Agreement (EWA) which outlines the ways in which we leverage our autonomy with specific attention to additional working days hours and other working conditions that fall outside of the BTU agreement. Teachers who choose to work at BAA do so with the understanding that our Election to Work Agreement establishes expectations beyond the standard BTU contract including additional professional development days extended learning time and a commitment to our full inclusion model. BTU members are required to work an additional 146 hours above the contracted time. That time includes attending 2 days of professional development before the BTU start day in August attending 2.5 additional days of professional development in June beyond the contracted days and attending a weekly hour department meeting outside of the contracted hours.
Reports to: Head of School
The Job Overview
The Boston Arts Academy seeks an exceptional vocal music teacher who is also a skilled choral director and performer to join our community of teachers learners and leaders. At BAA 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 and artistic proficiency for all students and the closing of the achievement gap among subgroups within the schools. BAA 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.
Responsibilities:
Teach: 9th 12th grade vocal ensembles music theory and sightsinging
- This position will teach two classes a day on Monday and Friday. Monday work day is from 9:254:00 with two prep blocks. Friday work day is from 9:253:00 with staff meeting from 1:103:00.
- Teach 9thgrade music theory and sightsinging course
- Teach 11th and 12th grade R&B ensemble
- Teach one music elective to music majors
- Attend weekly music team meetings and weekly faculty meetings
- Understand and apply effective strategies for intervention and differentiation in the classroom including serving English language learners and students with individualized education plans (IEPs).
- Embed opportunities for student criticalthinking communication collaboration and creativity as well as use of technology and digital media into lesson and unit plans.
- Maintain strong classroom management and hold students accountable for upholding school rules studentdeveloped norms and classroom expectations.
- Collaborate with specialist education teachers and other support specialists to deliver differentiated curriculum and instruction in a full inclusion classroom.
- Communicate regularly with parents on progress of students
- Collaborate with a team of music educators to support all department events productions and curricular initiatives
- Interact with parents and students regularly by being visible and accessible via Google Classroom Email and student information system.
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
- Perform general administrative tasks to teaching including but not limited to grading students and communicating.
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:
- 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 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
- Communicating Content Knowledge
(IA1. Subject Matter Knowledge IA4. WellStructured Lessons)
- Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
- Demonstrates understanding for 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 to standards
- 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
- 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
- Parent/Family Engagement
(IIIA1. Parent/Family Engagement)
- Engages with families and builds collaborative respectful relationships with them in service of student learning
- 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.
Qualifications Required:
- Bachelors degree in music music education or related field
- Hold a valid Massachusetts Teaching License in Music (All Levels).
- Professional experience as a performing artist
- Current authorization to work in the United States Candidates must have such authorization by their first day of employment.
- Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Enthusiastic flexible patient and positive demeanor
- Passion for teaching
Qualifications Preferred:
- Masters degree in education music or related field
- Hold a valid Massachusetts Teaching License in Moderate Disabilities.
- Experience teaching in urban schools.
- Experience as an interdisciplinary/multidisciplinary artist
- 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 Cabo Verdean Creole Haitian Creole Chinese Vietnamese Portuguese & Somali.
Terms:
The start and end times of BPS schools vary as do the lengths of the school day. Some BPS schools have a longer school day through the Schedule A Expanded Learning Time (ELT) agreement.
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
