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Job Details

Job ID: 4994305

Job Description

Boston Arts Academy is 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, Inc.,comprising 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 Academy’s 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) (https://docs.google.com/document/d/1HMwgpAaDHGBXHtXxuw6DSCH9fmVmK4O3t46VD0SqtSg/edit?tab=t.0) , 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 agreement. 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.

The Boston Arts Academy seeks an exceptional vocal music teacher who is also a skilled choral director and performer 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 and artistic 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.

Reports to: Principal/Head of School

Responsibilities

Teach: 9th - 12th grade Choral Ensembles, Music Theory, and Vocal Technique

• Teach 9th grade vocal technique class, with focus developing tone production, sight reading, and repertoire for sophomore benchmark recital.

• Teach senior recital preparation course, preparing them to present a recital of vocal repertoire.

• Co-direct two large choral ensembles: Lyric choir for 9th and 10th grade students and Concert choir for 11th and 12th grade students

• Co-plan and/or co-direct two choir concerts a year.

• Attend weekly music team meetings and weekly faculty meetings

• Understand and apply effective strategies for intervention and differentiation in the classroom, including serving English language learners and students with individualized education plans (IEPs).

• Embed opportunities for student critical-thinking, communication, collaboration, and creativity, as well as use of technology and digital media, into lesson and unit plans.

• Maintain strong classroom management and hold students accountable for upholding school rules, student-developed norms, and classroom expectations.

• Collaborate with specialist education teachers and other support specialists to deliver differentiated curriculum and instruction in a full inclusion classroom.

• Communicate regularly with parents on progress of students

• Collaborate with a team of music 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.

• 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.

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, 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

• 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

• 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

• 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

• Parent/Family Engagement

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

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

• 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: Bachelor’s degree in music, music education, or related field

• Hold a valid Massachusetts Teaching License in Music (All Levels).

• Professional experience as a performing artist

• Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified" according to NCLB.

• 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.

• Enthusiastic, flexible, patient, and positive demeanor

• Passion for teaching

  Qualifications - Preferred

• Master’s degree in education, music, or related field

• Hold a valid Massachusetts Teaching License in Moderate Disabilities.

• Experience teaching in urban schools.

• Experience as an interdisciplinary/multidisciplinary artist

• 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.

  Terms: BTU, Group I

  Please refer to www.bostonpublicschools.org/ohr (http://www.bostonpublicschools.org/ohc) (under "Employee Benefits and Policies") 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 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.

Position Type: Part-time

Positions Available: 1

Job Categories

Classroom Teacher, Music Education

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Classroom Teacher, Music: Instrumental