Teacher English, Gr. 9-12 (SEI Endorsement Required) (SY26-27)

The Boston Arts Academy a public high school for the visual and performing arts with students in Grades 9-12. 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/BPS Contract. 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.

Boston Public Schools seeks an exceptional English Teacherwith an SEI endorsement 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 BPS the teachers and leaders are committed to the vision of high expectations equal access to high levels of instruction the achievement of academic proficiency of all students and closing 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 along with respecting their skills and abilities as professionals.

Reports to: Principal/Head of School

Responsibilities

Teach: English in an SEI setting

Instruction & Curriculum

• Teach content and skills in English language literature composition reading and journalism using standards-based curriculum guidelines from the Department of Elementary and Secondary Education that correlate with appropriate learning activities and district standards.
• Adapt district curriculum materials and methods to develop relevant sequential assignments that guide and challenge students.
• Teach 10th Grade ELA and Creative Writing with a focus on literature as an art form and writing as creative and critical expression
• Design and implement interdisciplinary arts-integrated units using backward design that connect literature and composition to artistic processes across disciplines
• Develop thematic curriculum that helps students explore voice identity culture and social issues through both literary and artistic lenses
  
• Deliver daily lessons that are engaging culturally responsive rigorous and creatively driven
• Work collaboratively with arts faculty to design cross-disciplinary learning experiences performances exhibitions or projects that integrate literary study with artistic creation
  
• Support students in making connections between ELA content and their artistic majors
  
• Contribute to department and school-wide artistic events showcases and productions
  
• Foster a classroom environment grounded in belonging creative risk-taking and mutual respect
  
• Maintain strong classroom structures and high expectations while honoring student voice and identity
  
• Embed opportunities for critical thinking collaboration communication creativity and digital/media literacy into instruction
  
• Collaborate with the Language and Literary Arts team on curriculum development department initiatives and school events
  
• Perform general teaching responsibilities including grading feedback and documentation
  
• Implement effective strategies for differentiation intervention and scaffolding to ensure access for all learners in a full inclusion setting
  
• Collaborate closely with special education teachers ESL teachers and related service providers to co-plan and deliver instruction that supports students with IEPs and multilingual learners
  
• Use Universal Design for Learning (UDL) principles and flexible instructional practices to support diverse learning needs
  

Family & Community Engagement

• Communicate regularly with families about student progress
• Be visible and accessible to students and families through Google Classroom email and the student information system
• Attend one evening family meeting per semester
• Serve as an advisor to a group of 1215 students (grades 912) meeting twice weekly
• Build a strong advisory community and coach students in goal-setting and personal growth grounded in BAAs shared values:community with social responsibility vision with integrity passion with balance and diversity with respect

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: Hold a Bachelors degree.
2. Hold a valid Massachusetts Teaching License in English at the appropriate grade levelANDeither SEI endorsement ORdual certification in ESL.
3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
4. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications - Preferred

1. Experience teaching in urban schools.
2. Degree inEnglish or related field.
3. Background training or sustained practice in an art form (e.g. creative writing spoken word theater visual arts media arts music dance or interdisciplinary arts)
4. Experience with arts integration or project-based learning
5. Comfort using digital tools and media as creative and instructional platforms
6. Experience in urban public schools and culturally responsive teaching
7. 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.
8. 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 the BPS website 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 .

Required Experience:

IC