Artistic Curriculum and Instructional Coach (SY25-26)
Artistic Curriculum and Instructional Coach (SY25-26)
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Job Description
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 Long-Term Substitute if the position does not become vacant by the start of the school year.
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 artist-scholar-citizens 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.
Position Overview:
Boston Arts Academy seeks an Arts Curriculum and Instructional Coach to support arts educators in designing curriculum assessments and instruction for a full inclusion classroom. The coach will work with arts teachers to ensure they are equipped with the strategies accommodations and modifications necessary to meet the needs of a wide range of learners with diverse abilities.
This role requires collaboration with the Head of School Academic Inclusion Coach the Dean of Student Achievement and Common Planning Time Leads to design professional development that supports BAAs full inclusion model. Additionally the coach will support facilitation of common planning time grade-level meetings and provide direct coaching support to arts teachers to enhance instructional practices and curriculum for success in a full inclusion setting. The coach may hold an evaluation caseload.
Key Responsibilities:
- Curriculum Instruction and Assessment Support:
- Collaborate with registrar ane arts department cbairs in the development and scheduling of arts courses and programming and coordinate development of arts syllabi
- Coach arts teachers in designing engaging rigorous and standards-aligned curricula that reflect best practices in universal design for learning (UDL) specially designed instruction differentiated instruction and culturally responsive pedagogy.
- Support arts teachers in developing assessments and grading practices that accurately measure student learning and accommodate diverse needs including students with disabilities and English Language Learners (ELLs).
- Guide arts teachers in making effective modifications and accommodations to ensure accessibility for all students.
- Support CTE program in mapping and implementing CTE MyCAP curriculum tracking the Skills Library Credentialing Plans and ensuring curriculum is aligned to the DESE CTE Frameworks.
- Collaboration and Professional Development:
- Collaborate with the Academic Inclusion Coach Dean of Student Achievement and Common Planning Time Leads to develop and deliver targeted professional development (PD) sessions.
- Support facilitation common planning time (CPT) meetings to promote alignment of instructional practices data-driven decision-making and cross-disciplinary collaboration.
- Lead professional learning opportunities focused on effective instructional strategies for full inclusion classrooms.
- Support arts teachers in advancing their certification and finding and tracking opportunities for professional growth.
- Coaching and Teacher Support:
- Provide individualized coaching to teachers through observation feedback cycles and co-planning.
- Model best practices for instruction and co-teaching in a full inclusion setting.
- Support teachers in data analysis to drive instructional decisions that improve student outcomes.
- Assist in the implementation of instructional strategies that support a wide range of learning needs.
- Evaluation and Leadership Responsibilities:
- May serve as an evaluator for a caseload of arts teachers providing feedback and guidance to enhance instructional effectiveness.
- Contribute to the development and alignment of school-wide goals and instructional priorities.
- Work with the Dean of Student Achievement to analyze student achievement data and use it to refine instructional support.
- Assist in the hiring and onboarding process for new arts faculty.
- Collaborate with Head of School and Academic Inclusion Coach to support the design and facilitate instructional leadership team agenda
Required Qualifications:
- Masters degree in education curriculum design instructional leadership or a related field.
- Massachusetts teaching certification in an arts subject
- 5 years of teaching experience in an urban or diverse educational setting.
- Demonstrated expertise in curriculum design differentiated instruction and inclusive teaching practices.
- Experience designing and implementing accommodations and modifications for students with disabilities and English Language Learners.
- Knowledge of and commitment to culturally responsive teaching and constructivist pedagogy.
- Experience coaching teachers in a full inclusion setting.
- Experience with professional development facilitation.
- Experience in curriculum mapping and vertical alignment across grade levels.
- Strong skills in collaborative leadership facilitation and adult learning principles.
- Experience using data to drive instruction and improve student outcomes.
- Experience in urban education and arts-based instructional models.
Preferred Qualifications:
- Proficiency in multiple languages with Spanish preferred.
- Knowledge of state and national education standards and assessments (e.g. MCAS MAP testing).
- Special Education certification or expertise in working with students with disabilities.
Terms:
BTU Group I plus additional compensation equal to 5% of the individuals annual base salary.
Please refer to 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 pregnancy-related 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 bias-based 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.
Employment Type
Full-Time
