Teacher - Vocational Tech [Programming & Web Development] (Anticipated Vacancy) (SY26-27)

Boston Public Schools; Boston (MA); On-site; USD 60,000 - 90,000; Full time

Job summary

Boston Public Schools (BPS) seeks an exceptional Vocational Tech [Programming & Web Development] Teacher to join a community of teachers, learners, and leaders. This role delivers a vocational course aligned to state frameworks, maintains a safe learning environment, and aims for equitable student outcomes.

The position requires licensure and Massachusetts credentials, with a strong emphasis on collaboration, reflection, and family engagement as part of BPS's commitment to high achievement.

Qualifications

• Education: Associate’s degree or higher degree related to the subject matter and skills to be taught.
• Employment experience: Years of experience as a full-time educator in the field.
• Massachusetts Vocational Tech Teaching License in the subject area by passing MTEL exams.
• Massachusetts Sheltered English Immersion (SEI) Endorsement.
• Meet the Standards of Effective Teaching established by the BPS.
• Current authorization to work in the United States.

Responsibilities

• Provide a vocational technical course of study aligned to state frameworks and maintain a safe learning environment.
• Align with vocational technical skills in the curriculum map to achieve equitable student outcomes.
• Earn and/or maintain all required licensure.

Skills

Accountability

Student engagement

Differentiated instruction

Communicating content knowledge

Cultural proficiency

Professional collaboration

Education

Associate’s degree or higher in subject area

Job description

Boston Public Schools (BPS) seeks an exceptional Vocational Tech [Programming & Web Development] Teacher 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 School

Responsibilities

Teach: [Programming & Web Development]:

• Provide a vocational technical course of study that is aligned to state curriculum frameworks and meets the learning needs of the students and maintains a safe learning environment
• Be in alignment with vocational technical skills and content embodied in the school's curriculum map to achieve equitable student outcomes
• Earn and/or maintain all required licensure

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 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

• 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: Associate’s degree or higher degree related to the subject matter and skills to be taught
• Employment experience: Years of Experience (full-time employment experience directly related to field)
• Ability to earn a Massachusetts Vocational Tech Teaching License in the appropriate subject (9-14) by achieving a passing score on the subject-specific written and performance exams and achieving a passing score on one of the literacy skills MTELs.
• Ability to earn Massachusetts Sheltered English Immersion (SEI) Endorsement
• Ability to meet the Standards of Effective Teaching established by the BPS as outlined above.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications - Preferred

• Experience teaching in urban schools and/or an industry setting
• Has OSHA-10 certification or is willing to earn it
• Possesses industry-recognized credentials that are part of the curriculum and the ability to train students to earn those credentials
• 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 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].