Teacher Vocational Tech [Multimedia Entertainment & Production], Gr. 9-12 (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 (BPS) seeks an exceptional Vocational Tech Multimedia Entertainment & Production 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 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

The Job Overview

The Boston Arts Academy seeks an exceptional interdisciplinary and multidisciplinary artist who is also skilled with multimedia and audio production 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 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.

This candidate will cultivate a safe environment for students to achieve their artistic and creative potential and ensure that each Boston Arts Academy student has an exceptional arts education. This candidate will be responsible for creating dynamic lessons and learning experiences to ensure their students are challenged and primed for growth. Successful candidates will have a strong background in production audio engineering and recording and video technology and editing. A commitment to obtaining the Vocational-Tech License in Multimedia Production and Broadcasting.

Responsibilities

• Create and document thoughtful lesson plans
• Teach audio production sound mixing and engineering
  
• Support students in developing professional skills as live production specialists through work work-based learning experiences
• Communicate regularly with parents on progress of students
• Collaborate with a team of theater educators to support all department events productions and curricular initiatives
• Interact with parents and students regularly by being visible and accessible via Google Classroom E-mail and student information system.
• Serve as an advisor to a group of 12 to 15 students in grades 9-12 who you meet with twice a week. Develop a sense of community within the advisory group and provide coaching for students around goal-setting and development of our shared values: community with social responsibility vision with integrity passion with balance and diversity with respect.
• Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
• Attend evening meetings one per semester with families of students.
• Perform general administrative tasks to teaching including but not limited to grading students and communicating.
• 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
• Be in alignment with vocational technical skills and content embodied in the schools curriculum map to achieve equitable student outcomes
• Earn and/or maintain all required licensure

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

(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
2. Employment experience:At least 4 years of professional experience in audio/video technology live production sound design and sound mixing.
3. Occupational License/ Industry Certification:Hold a valid Massachusetts Teaching License in Music (All Levels)
4. Ability to earn a Massachusetts Vocational Tech Teaching License in the appropriate subject (9-14) by achieving a passing score on the subject-specific 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 theBPS as outlined above.
7. 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 and/or an industry setting
2. Eligible for Multimedia Production and Broadcasting vocational license within a year.
3. Has OSHA-10 certification or is willing to earn it
4. Possesses industry-recognized credentials that are part of the curriculum and the ability to train students to earn those credentials
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)).

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