Turnaround: Teacher - Vocational Tech [Robotics and Automation Technology] (SY25-26)

***This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts. ***

Boston Public Schools seeks an exceptional Vocational Tech Robotics and Automation Technology 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.

Reports to: Principal/Head of School

Responsibilities

Teach:Robotics and Automation Technology

1. 1. Provide a Robotics and Automation Technology vocational technical course of study that is aligned to state curriculum frameworks 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

Core Competencies:Using the Rubric of Effective Teaching the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:

1. Accountability for Student Achievement

(II-A-1. Quality of Effort and Work II-D-2. High ExpectationsI-B-2. 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

(I-A-1. Subject Matter Knowledge I-A-4. Well-Structured Lessons)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Demonstrates understanding of how the subject matter applies in real-world 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

(II-A-3. Meeting Diverse Needs II-A-2. Student Engagement II-B-1. 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

(II-C-1. Respects Differences II-C-2. 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

(III-A-1. Parent/Family Engagement)

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

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice IV-C-1. Professional Collaboration)

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

Qualifications - Required

1. Education: Associates degree or higher degree related to robotics and automation technology and skills to be taught
1. The required associates degree or higher degree would include at least 18 credits in subject matter related to the technical strand of the Vocational Technical Education Framework in Robotics and Automation Technology. A person with an associate or higher degree without 18 credits in such subject matter must obtain 18 college credits in order to receive credit toward the licensure requirements for the required associate or higher degree related to the subject matter and skills to be taught.
2. Employment experience: Four years of full-time employment experience directly related to robotics and automation technology
1. A bachelors degree and a masters degree may each substitute for one of the four years of required employment experience provided that the degree(s) includes subject matter related to the Technical Knowledge and Skills strand (Strand 2) of the Vocational Technical Education Framework in Robotics and Automation Technology and/or in vocational education.
3. Ability to earn a Massachusetts Vocational Tech Teaching License in the appropriate subject (9-14) by achieving a passing score on the robotics and automation technology written and performance exams and achieving a passing score on either the Vocational Technical Literacy Skills Test or the Communication and Literacy Skills Test.
4. Ability to earn Massachusetts Sheltered English Immersion (SEI) Endorsement
5. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
6. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications - Preferred

1. 1. Experience teaching in urban schools and/or an industry setting
   2. Has OSHA-10 certification or is willing to earn it
   3. Possesses industry-recognized credentials that are part of the curriculum and the ability to train students to earn those credentials
   4. 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.
   5. 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 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 .