SCHOOL YEAR: 2021-2022

POSITION TITLE:  Teacher-English, 9-12 (SEI Endorsement Required)

The Edward M. Kennedy Academy is Horace Mann Charter Public School (EMK) located on the campus of Northeastern University (Grades 11-12) and Longwood Medical Area near Brigham & Women's Hospital (Grades 9-10). EMK is a college preparatory high school for Boston students exploring careers in the health professions and related fields. For more information about our school please visit our school's website at www.kennedyacademy.org. 

Boston Public Schools seeks an exceptional ENGLISH TEACHER with 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 matter.  In 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/Headmaster

RESPONSIBILITIES:

• TEACH:  English in an SEI setting in grades 9-12

• Teach the content and skills in English language, literature, composition, reading, and journalism to secondary students using standards based curriculum guidelines from the Department of Elementary and Secondary Education that correlates with appropriate learning activities and district standards.

• Adapts district curriculum materials and methods to develop relevant sequential assignments that guide and challenge students.

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 Expectations, I-B-2. Adjustments to Practice)

• Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that 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

2. Communicating Content Knowledge

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

• Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires

• Demonstrates understanding for 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

3. 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

4. Cultural Proficiency

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

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

5. Parent/Family Engagement

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

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

6. 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 in English.

2. Hold a valid Massachusetts Teaching License in English at the appropriate level and hold an SEI endorsement or or dual certification in English as a Second Language.

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:

Experience teaching in urban schools.

Degree in Education or relevant content field.

TERMS: BTU, Group I

Please refer to www.bostonpublicschools.org/ohc (Licensed Staff >> Employee Benefits and Policies) for more information on 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. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.