The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Medical Assisting Vocational Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. Kennedy Academy is 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.

 

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 careers. 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 an excellent place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an educator. 

 

In addition, over the next five years, Kennedy Academy will double in size, add new health career pathways, and expand college course offerings and work-based learning. These will lead our graduates toward access to good-paying careers at Mass General Brigham. These changes result from a transformative $38 million investment from Bloomberg Philanthropies, which marks the largest philanthropic investment in BPS history.

 

The Medical Assisting Instructor is responsible for delivering engaging and comprehensive instruction in medical assisting to high school students. This role involves teaching theoretical knowledge and practical skills related to medical terminology, anatomy, patient care, clinical procedures, and administrative tasks. The instructor will prepare students for entry-level positions in healthcare settings or further education in medical fields by providing hands-on training, supervising clinical experiences, and facilitating professional development opportunities.

 

REPORTS TO:  Head of School

 

RESPONSIBILITIES:

• Teach Medical Assisting

 

Curriculum Development 

Develop and implement a curriculum for medical assisting courses that align with state standards, industry requirements, and student learning objectives.

 

Instructional Delivery

Deliver engaging and interactive lessons that cover topics such as medical terminology, anatomy and physiology, pharmacology, diagnostic procedures, patient assessment, and medical office procedures.

 

Hands-on Training

Provide hands-on training in clinical skills, including taking vital signs, assisting with examinations, performing laboratory tests, administering medications, and maintaining medical records.

 

Laboratory Supervision

Supervise students in laboratory settings, ensuring adherence to safety protocols, proper use of equipment, and mastery of technical skills.

 

Clinical Experiences

Coordinate and oversee clinical experiences for students in healthcare facilities, including hospitals, clinics, and medical offices, to provide real-world exposure and practical learning opportunities.

 

Assessment and Feedback

Assess student performance through quizzes, exams, projects, and clinical evaluations, providing constructive feedback and support for improvement.

 

Student Support

Provide academic and career guidance to students, including assistance with resume writing, job search strategies, and preparation for certification exams or further education in healthcare fields.

 

Professional Development

Stay current with advances in medical assisting practice, technology, and regulations through professional development activities, workshops, conferences, and networking opportunities.

 

Collaboration

Collaborate with school administrators, guidance counselors, and industry partners to support student success, promote career pathways, and facilitate internship or job placement opportunities.

 

Documentation and Reporting

Maintain accurate records of student attendance, grades, and clinical hours, and prepare reports for school administration and regulatory agencies as required.

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 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 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 with 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

 

• Education: Associate’s degree or higher degree related to the subject matter and skills to be taught
• Employment experience: 4 years of full-time employment experience directly related to medical assisting
• Occupational License/ Industry Certification:  Possession of current national certification as a medical assistant or medical assistant/secretary
• 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.
• Strong knowledge of medical terminology, anatomy, physiology, pharmacology, and clinical procedures.
• Excellent communication, interpersonal, and organizational skills.
• Ability to work collaboratively with students, colleagues, and industry partners.
• Commitment to fostering a safe, inclusive, and supportive learning environment.
• Familiarity with relevant laws, regulations, and ethical standards in healthcare.
• Ability to earn Massachusetts Sheltered English Immersion (SEI) Endorsement
• Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
• 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 and/or an industry setting
• Has OSHA-10 certification or is willing to earn it
• Proficiency in instructional methods, curriculum development, and assessment techniques.

• 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.
• 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 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. 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 Wednesdays, generally between 2pm-4pm.

 

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.