Cluster Substitute Teacher
6 months ago
SCHOOL YEAR: 2024-2025
The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Cluster Substitute Teacher 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 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 professions. 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 an educator.
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 BPS history.
Background and Overview
Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher
absences for ten days or fewer per absence. Assignments at the school may be subject to
change daily.
Reports to: Principal/Head of School
Core Competencies
Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of
Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.
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 data from assessments, 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 in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)
Engages with families and builds collaborative, respectful relationships with them in 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
Education: Minimum of an undergraduate college/university degree. Current authorization to work in the United States - Candidates must have suchauthorization by their first day of employment.
Successfully complete a screening interview with the BPS Office of Human Capital. Pass a CORI/SORI criminal background check.Qualifications - Preferred :
Massachusetts Teaching License in assigned content and grade level, including SEIEndorsement if applicable.
Experience in a school or community setting working with children or young adults. Experience teaching in urban schools. 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, Substitute, Group 2
Please refer to (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.
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