Teacher Math Specialist Gr. 9-12 (SY26-27)

The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Math Specialist who is highly qualified and knowledgeable to join our community of teachers learners and leaders. Kennedy Academy teachers and leaders are committed to the vision of high expectations for achievement equal access to high-quality instruction academic proficiency for all students and the closing of the achievement gap among subgroups within the schools.

Kennedy Academy is a Horace Mann In-District Charter High School. It is a college-preparatory and vocational high school for Boston students exploring careers in health and health-related fields. The Academy provides a supportive learning environment that promotes respect and embraces diversity. Students will attain the life skills needed to become productive and positive members of society. Kennedy Academy 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 educators.

In addition over the next five years Kennedy Academy will double in size add new health career pathways college courses work-based learning and offer graduates access to good-paying careers at Mass General Brigham thanks to Bloomberg Philanthropies $38 million grant which marks the largest philanthropic investment in Boston Public Schools history.

Reports to: Principal/Head of School

The Math Specialist provides instructional leadership targeted intervention support and coaching to improve mathematics teaching and learning across grade levels. This role focuses on strengthening core instruction supporting data-driven practices and accelerating student achievement particularly for students performing below grade level English Learners and students with disabilities.

The Math Specialist collaborates closely with math teachers instructional coaches and student support teams to ensure alignment with district-adopted High-Quality Instructional Materials (HQIM) Massachusetts Curriculum Frameworks and Boston Public Schools academic priorities.

RESPONSIBILITIES:

• Teach Math

Instructional Support & Intervention

• Provide targeted small-group and push-in math interventions for students in Tier 2 and Tier 3 supports aligned with the schools MTSS framework
• Design and implement evidence-based strategies to address learning gaps and support grade-level access
• Support acceleration rather than remediation with a focus on conceptual understanding problem-solving and mathematical reasoning

Coaching & Professional Learning

• Coach and support math teachers through classroom observation modeling co-planning and feedback
• Facilitate professional learning communities (PLCs) focused on math instruction student work analysis and data-informed planning
• Support teachers in the effective use of district-adopted HQIM and supplemental instructional resources

Data & Assessment

• Analyze formative and summative assessment data (e.g. MCAS MAP Growth unit assessments common assessments) to identify trends gaps and instructional priorities
• Support teachers in using data to adjust instruction and intervention plans
• Participate in data meetings MTSS meetings and grade-level or content team meetings

Curriculum & Alignment

• Support alignment of curriculum instruction and assessment across grade levels
• Collaborate with school leaders to ensure consistency in math instruction and expectations
• Support interdisciplinary planning where appropriate to strengthen math application across content areas

Equity & Access

• Promote culturally responsive and inclusive math instruction
• Support equitable access to rigorous math instruction for all students
• Collaborate with ESL Special Education and student support staff to ensure appropriate accommodations and supports

School-Wide Contributions

• Support school improvement goals related to math achievement and MCAS performance
• Participate in family engagement efforts related to math learning (e.g. family math nights academic workshops)
• Perform other duties as assigned by school leadership

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:

Accountability for Student Achievement

(II-A-1 Quality of Effort and Work II-D-2 High Expectations I B-2 Adjustments to Practice)

• Sets ambitious learning goals for all students uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth and understanding.
• Effectively analyzes assessment data draws conclusions and shares them appropriately.

Communicating Professional Knowledge

(I-A-1 Professional Knowledge I-A-2 Child Adolescent Development I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction

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

II-B-2 Collaborative Learning Environment I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge motivate and engage all students and facilitate active participation.
• Consistently adapts instruction services plans and assessments to make curriculum/supports accessible to all students.

Cultural Proficiency

(II-C-1. Respects Differences II-C-2. Maintains a Respectful Environment)

• Actively creates and maintains an environment that respects students diverse backgrounds identities strengths and challenges.

Parent/Family Engagement

(III-A-1. Parent/Family Engagement III-B-2. Collaboration)

• Engages with families and builds collaborative respectful relationships with them in the service of student learning.
• Deep knowledge and understanding of and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration

(IV-A-1. Reflective Practice IV-C-1. Professional Collaboration IV-C-2. Consultation)

• Regularly reflect on practice seek and respond to feedback and demonstrate self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and plan appropriate classroom or school interventions.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic behavioral and social/emotional learning experiences for students.

Qualifications - Required

• Qualifications - Required

1. Education: Hold a Bachelors degree.
2. Hold a valid Massachusetts Teaching License in Math at the appropriate grade-level AND either SEI endorsement OR dual 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. Certified in a Research-Based Reading Program
3. Degree in Math or related field.
4. Experience coaching or mentoring teachers
5. Experience implementing MTSS and math intervention programs
6. Strong understanding of High-Quality Instructional Materials (HQIM)
7. Familiarity with BPS instructional priorities and assessment systems
8. BPS values linguistic diversity and believes candidates who speak another language add value to the classroom school and district culture and diversity. BPS is particularly interested in candidates fluent in one of BPSs official languages: Spanish Creole (Cape Verdean) Creole (Haitian) Chinese Vietnamese Portuguese & Somali.
9. In order to best serve all students BPS prefers that all core content teachers be certified in their subject area and in one or both of the following: Moderate Disabilities and English as a Second Language (at the appropriate grade level(s)).

Terms: BTU Group I

Please click here for more compensation information. 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. EMK has a longer school day through the Schedule A Expanded Learning Time (ELT) Agreement. The employee will be required to adhere to the work conditions including calendar schedule and flexibility established by the School. Common planning time program department and committee meetings and professional development occur on Mondays generally between 2pm- 4pm.

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