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Job Details

Job ID: 5062452

Job Description

This position is an anticipated vacancy. It is expected to be vacant by 06/24/2025. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long-Term Substitute if the position does not become vacant by the start of the school year.

SCHOOL YEAR: 2025-2026

POSITION TITLE: VOCATIONAL TECH TEACHER/HEALTH ASSISTING

The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Health Assisting Vocational 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 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 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 Boston Public Schools history.

REPORTS TO: Head of School or Designee

RESPONSIBILITIES:

+ Teach Health Assisting

Curriculum Development

Creatively provide an interdisciplinary course of study that incorporates state-curricular frameworks.

Instructional Delivery

Deliver content through discrete instruction, demonstration, practice, and projects. Instruct students in safety and industry-related curriculum materials

Hands-on Training

Provide hands-on training in clinical skills, including taking vital signs

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. Instruct students in all aspects of the industry.

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 health assisting practice, technology, and regulations through professional development activities, workshops, conferences, and networking opportunities. Serve on the Wellness Council.

Collaboration

Build and maintain partnerships that assist in getting students into authentic clinical learning experiences. Participate in team meetings /curriculum development/and professional development. Participate in activities that support student achievement and program and school functioning.

Documentation and Reporting

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

+ Perform other related duties as requested by the Head of School or designee.

______________________________________________________________________________________________________________________________-

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:

+ 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 with 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 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: Hold a Bachelor’s degree.

+ Hold a valid Massachusetts Vocational Tech Teaching License in the appropriate subject (9-14).

+ Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.

+ 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.

+ Signed Election Agreement pertaining to working at a Horace Mann In-District Charter School.

Required (but eligible for an emergency license)

+ Must possess a Massachusetts Department of Elementary and Secondary Education Vocational Chapter 74 Teachers license in the Health Assisting or have all of the qualifications to be eligible for licensure.

+ Must hold a Massachusetts Registered Nurse (RN) license

+ Must have a Bachelor’s Degree

+ Must have six years of work experience as an RN

+ Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

+ Signed Election Agreement pertaining to working at a Horace Mann In-District Charter School

Preferred

+ Prior teaching experience

+ CPR Instructor status

+ Experience working with urban youth

+ Familiar with industry certifying options

+ OSHA 10 certification

+ 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 click here (https://www.bostonpublicschools.org/old-homepage2/policies1/salary-grids-cbas) for more compensation information. Salaries are listed by Unions and Grade/Step (https://btu.org/contracts/#salary-grid) .

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.

Position Type: Full-time

Positions Available: 1

Job Categories

Career Education, Allied Health