JROTC Instructor [ARMY] (SY26-27)

Boston Public Schools; Boston (MA); On-site; USD 55,000 - 85,000; Full time

Job summary

A prominent educational institution is seeking a highly qualified JROTC Instructor to join the team. This role involves teaching JROTC, setting ambitious learning goals for students, and building a supportive environment for diverse learners. Applicants must hold a Bachelor's degree and be fully licensed according to state and federal guidelines. The institution values candidates with experience in urban settings and those who can speak another language, enhancing classroom diversity. This is an opportunity to impact students' lives positively.

Qualifications

• Meet state and federal guidelines to be licensed and 'Highly Qualified'.
• Ability to meet the 'Dimensions of Effective Teaching'.
• Retired Officer and Senior Enlisted, certified through the U.S. Marine Corp.
• Current authorization to work in the U.S.

Responsibilities

• Teach JROTC.
• Create ambitious learning goals and set cognitively demanding tasks.
• Build an inclusive learning environment where every student participates.
• Foster a safe, inclusive learning environment and engage families.
• Collaborate with colleagues and participate in professional development.

Skills

Accountability for Student Achievement

Communication Skills

Cultural Proficiency

Parent/Family Engagement

Professional Reflection & Collaboration

Professional collaboration

Education

Bachelor's degree

US work authorization by start

Certified/licensed teacher per state

Retired Officer / Senior Enlisted (USMC)

Job description

Boston Public Schools seeks an exceptional JROTC Instructor [ARMY] 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.

Report To: Principal/Head of School

Responsibilities

Teach: JROTC

Core Competencies

• 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 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

• Meet all state and federal guidelines in order to be fully licensed and “Highly Qualified”.
• Ability to meet the “Dimensions of Effective Teaching” established by the Boston Public Schools as outlined above.
• Retired Officer and Senior Enlisted, certified through the United States Marine Corp.
• Education: Hold a Bachelor's degree.
• Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.

Preferred Qualifications

• 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, Group I

Please refer to the BPS website 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 on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at [e-mail].