Teacher Music VocalInstrumentalGeneral, 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 Music 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

Responsibilities

Curriculum and Instruction

• Teach and develop young string musicians (violin viola cello bass and/or electric strings) through contemporary genre-expansive approaches to performance and musicianship
• Prepare students to perform in a wide range of settings including jazz hip-hop pop R&B experimental and cross-genre ensembles in addition to traditional string repertoire
• Teach and integrate improvisation composition arranging and collaborative performance practices
• Support students in becoming independent creative musicians not solely ensemble performers
• Incorporate music technology including DAWs looping amplification effects notation software and digital production tools
• Teach contemporary music theory including harmonic language used in jazz popular music and modern composition
• Design learning experiences that connect strings to rhythm sections vocalists producers and non-string instrumentalists
• Collaborate closely with a multidisciplinary team of music educators (band vocal production composition etc.) to design cross-ensemble performances and integrated curriculum
• Co-direct or support contemporary ensembles combos and project-based performance groups
• Participate in department concerts showcases productions and special projects that highlight genre diversity and innovation
• Develop and document innovative curriculum that is aligned to standards.

Student Support & Classroom Practice

• Apply effective strategies for differentiation and intervention including serving English language learners and students with IEPs
• Maintain strong classroom culture and rehearsal norms that promote accountability creativity and collaboration
• Embed critical thinking communication collaboration creativity and technology into instruction

Community & School Engagement

• Communicate regularly with families regarding student progress
• Be accessible to students via Google Classroom email and school platforms
• Serve as an advisor to 1215 students in grades 912 supporting goal-setting and development of BAAs shared values: community with social responsibility vision with integrity passion with balance and diversity with respect
• Attend family meetings (one evening per semester) and school events as required
• Perform essential professional responsibilities including grading documentation and participation in meetings

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: Bachelorsdegree
2. Hold a valid Massachusetts Teaching License in Music (All Levels).
3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified according to NCLB.
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. Masters degree in Music Music Education Contemporary Performance Composition or related field

3. Valid Massachusetts Teaching License in Moderate Disabilities

4. Strong experience as a collaborative musician working across genres and with diverse instrumentalists

5. Demonstrated ability to teach or perform in contemporary music styles (jazz hip-hop pop R&B experimental etc.)

6. Experience teaching or applying improvisation and contemporary theory practices

7. Experience using or teaching music technology in performance or classroom settings
8. 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.
9. 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