Teacher - Vocational Tech [Fashion Technology] (Anticipated Vacancy)(SY25-26)

This position is an anticipated vacancy. It is expected to be vacant by 06/30/2025. 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.

Boston Public Schools seeks an exceptional Vocational Tech Fashion Technology Teacherwho 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.

Boston Arts Academy seeks a Vocational Education Fashion Technology Teacher specializing in fashion design and construction to teach 912 grade students in a full inclusion studio classroom. Teacher would be responsible for instructing students in fashion design and illustration along with fashion collection development. Teacher would develop a four year curriculum that would develop students technical skills in textiles pattern drafting draping hand sewing and finishing industrial machine sewing embroidery as well as project management studio management and presentation.This role requires collaboration with the other members of the Visual Arts & Design department as well as the theater departments costume program.

Reports to: Principal/Head of School

Responsibilities

Teach:DETAIL:

1. 1. Provide a vocational technical course of study that is aligned to state curriculum frameworks and meets the learning needs of the students and maintains a safe learning environment
   2. Be in alignment with vocational technical skills and content embodied in the schools curriculum map to achieve equitable student outcomes
   3. Earn and/or maintain all required licensure
   4. Teach full inclusion Fashion Technology classes that incorporate all aspects of the Chapter 74 frameworks.
   5. Studio classroom management
   6. Facilitate partnerships with businesses and colleges
   7. Design and implement student exhibitions including a yearly fashion show
   8. Develop manage and mentor students through internships and job shadowing programs in and out of the school building
   9. Write and implement ELL and Individualized Education Plan goals and objectives and provide timely and regular progress reports on student development.
   10. Work in partnership with school staff to ensure needed modifications and accommodations are implemented.
   11. Communicate with the Health and Wellness team and students advisors when needed to aid student success.
   12. Collect and analyze student data to assure progress and developments.
   13. Provide needed accommodations for student learning and testing when required.
       
   14. Communicate regularly with parents/caregivers about student progress.
       
   15. Lead an advisory group of 1012 students providing advice support and advocacy for assigned students.
       
   16. Arrange and attend evening meetings with families of students in an advisory group (and other students as appropriate) at least twice a year and be generally accessible to families.
   17. Perform general administrative tasks to teaching and advising.
       
   18. Work an extended day of seven hours with an additional 146 hours per year.
   19. Participate in staff development and inservice programs.
       
   20. Take part in curriculum workshops beginning 1 weeks before school starts.
       
   21. Participate in one annual retreat which could fall on a weekend and include overnight.
       
   22. Work for 2.5 days after the end of the school year in June reviewing and evaluating the year and completing activities.
       

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 ExpectationsIB2. 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 to 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 a 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.

Qualifications Required

1. 1. Education: Bachelors Degree
   2. Employment experience: Professional experience in the Fashion field that corresponds to all aspects of the Chapter 74 frameworks.
      
   3. Occupational License/ Industry Certification:Vocational Tech Teaching License and/or Chapter 74 Certification or ability to be Chapter 74 Certified
   4. Ability to earn a Massachusetts Vocational Tech Teaching License in the appropriate subject (914) by achieving a passing score on the subjectspecific written and performance exams and achieving a passing score on one of the literacy skills MTELs.
   5. Ability to earn Massachusetts Sheltered English Immersion (SEI) Endorsement
   6. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
   7. Current authorization to work in the United States Candidates must have such authorization by their first day of employment.
   8. Demonstrated ability to work with students with disabilities and language needs.
   9. Demonstrated competency in spoken and written English.
   10. Commitment to the arts as an important element in a complete education.
   11. Commitment to cultural ethnic and linguistic diversity as an important element in a complete education.
       
       

Qualifications Preferred

1. 1. Masters Degree
   2. Experince teaching in urban schools and/or an industry setting
   1. Has OSHA10 certification or is willing to earn it
   2. Experience in 3D drafting software (CLO) and Adobe Creative Suite.
   3. Possesses industryrecognized credentials that are part of the curriculum and the ability to train students to earn those credentials
   4. Fluency in another language other than English particularly Spanish or Haitian Creole.
   5. 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.
   6. 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)).

About Boston Arts Academy:

Boston Arts Academy (BAA) is Bostons only public high school for the visual and performing arts preparing a diverse community of aspiring artistscholarcitizens for success in college professional careers and civic life. As a laboratory and beacon for artistic and academic innovation BAA is committed to inclusion equity and excellence in both academic and artistic instruction. 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.

Terms: BTU Group I

Please refer to (under Employee Benefits and Policies) for more information on salary and compensation. 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. 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 on the basis of race color age criminal record physical or mental disability pregnancy or pregnancyrelated 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 biasbased 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