Job Description
This position is an anticipated vacancy. It is expected to be vacant by 06/30/2026. 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. The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Chemistry Teacher educator 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 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, 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. Boston Public Schools seeks an exceptional Chemistry 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 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. BPS 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 Schools Responsibilities Teach: Chemistry in an SEI setting 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