Job Information
Boston Public Schools Academic Inclusion Coach [Moderate Disabilities] (SY25-26) in Boston, Massachusetts
Job Details
Job ID: 4977959
Job Description
Boston Arts Academy is a public high school for the visual and performing arts, with students in Grades 9-12. It is a joint project of the Professional Arts Consortium, Inc.,comprising the Berklee College of Music, Boston Conservatory at Berklee, Boston Architectural Center, Emerson College Massachusetts College of Arts, and the School of the Museum of Fine Arts) and the Boston Public Schools. Boston Arts Academy serves as a laboratory and a beacon for artistic and academic innovation, preparing a diverse community of aspiring artist scholars to be successful in their college or professional careers and to be engaged members of a democratic society.
This innovative school features a college preparatory curriculum supporting integrated and interdisciplinary teaching and learning among arts and academic disciplines. Students explore the arts in both traditional and new media forms. The Academy’s program is enriched by the involvement of the six members of the Professional Arts Consortium. Both the program and the student body at Boston Arts Academy, reflect the culture, ethnic and linguistic diversity of Boston.
BAA is an autonomous school within the BPS that holds Pilot School status. This allows us autonomy over our schedule, staffing, budget, governance, and curriculum. As a result, we have an Election to Work Agreement (EWA) (https://docs.google.com/document/d/1HMwgpAaDHGBXHtXxuw6DSCH9fmVmK4O3t46VD0SqtSg/edit?tab=t.0) , which outlines the ways in which we leverage our autonomy, with specific attention to additional working days, hours, and other working conditions that fall outside of the BTU agreement. Teachers who choose to work at BAA do so with the understanding that our Election to Work Agreement establishes expectations beyond the standard BTU contract, including additional professional development days, extended learning time, and a commitment to our full inclusion model. BTU members are required to work an additional 146 hours above the contracted time. That time includes attending 2 days of professional development before the BTU start day in August, attending 2.5 additional days of professional development in June beyond the contracted days, and attending a weekly hour department meeting outside of the contracted hours.
Boston Arts Academy seeks an Academic Inclusion Coach to support academic educators in designing curriculum, assessments, and instruction for a full inclusion classroom. The Academic Inclusion Coach will work with academic teachers to ensure they are equipped with the strategies, accommodations, and modifications necessary to meet the needs of a wide range of learners with diverse abilities.
This role requires collaboration with the Head of School, Arts Instructional Coach, the Dean of Student Achievement, and Common Planning Time Leads to design professional development that supports BAA’s full inclusion model. Additionally, the Academic Instructional Coach will support facilitation of common planning time grade-level meetings and provide direct coaching support to academic teachers to enhance instructional practices. The coach will also hold an evaluation caseload.
Reports to: Principal/ Head of School
Responsibilities
Curriculum, Instruction, and Assessment Support:
Coach academic teachers in designing engaging, rigorous, and standards-aligned curricula that reflect best practices in universal design for learning (UDL), differentiated instruction, and culturally responsive pedagogy.
Support teachers in developing assessments that accurately measure student learning and accommodate diverse needs, including students with disabilities and English Language Learners (ELLs).
Guide teachers in making effective modifications and accommodations to ensure accessibility for all students.
Collaboration and Professional Development:
Collaborate with the Arts Instructional Coach, Dean of Student Achievement, and Common Planning Time Leads to develop and deliver targeted professional development (PD) sessions.
Support facilitation of common planning time (CPT) meetings to promote alignment of instructional practices, data-driven decision-making, and cross-disciplinary collaboration.
Lead professional learning opportunities focused on effective instructional strategies for full inclusion classrooms.
Support academic teachers in advancing their certification and finding and tracking opportunities for professional growth.
Coaching and Teacher Support:
Provide individualized coaching to teachers through observation, feedback cycles, and co-planning.
Model best practices for instruction and co-teaching in a full inclusion setting.
Support teachers in data analysis to drive instructional decisions that improve student outcomes.
Assist in the implementation of instructional strategies to support a wide range of learning needs.
Evaluation and Leadership Responsibilities:
May serve as an evaluator for a caseload of academic teachers, providing feedback and guidance to enhance instructional effectiveness.
Contribute to the development and alignment of school-wide academic goals and instructional priorities.
Work with the Dean of Student Achievement to analyze student achievement data and use it to refine instructional support.
Collaborate with Head of School to design and facilitate instructional leadership team agenda
Assist in the hiring and onboarding process for new academic faculty.
Qualifications - Required
Master’s degree in education, curriculum design, instructional leadership, or a related field.
Hold a valid Massachusetts Teaching License in appropriate content area.
Special education certification and expertise in working with students with disabilities.
Experience and demonstrated expertise as a teacher of relevant content and/or subjects.
5+ years of teaching experience in an urban or diverse educational setting
Demonstrated expertise in curriculum design, differentiated instruction, and inclusive teaching practices
Experience designing and implementing accommodations and modifications for students with disabilities and English Language Learners in a full inclusion classroom
Knowledge of and commitment to culturally responsive teaching and constructivist pedagogy.
Experience coaching teachers in a full inclusion setting.
Experience with professional development facilitation.
Experience in curriculum mapping and vertical alignment across grade levels.
Strong skills in collaborative leadership, facilitation, and adult learning principles.
Experience using data to drive instruction and improve student outcomes.
Knowledge of state and national education standards and assessments (e.g., MCAS, MAP testing).
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualification - Preferred
Hold an SEI endorsement or a dual certification in ESL.
Proficiency in multiple languages, with Spanish preferred.
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, plus additional compensation equal to 5% of the individual's annual base salary.
Please refer to www.bostonpublicschools.org/ohr (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.
Position Type: Full-time
Positions Available: 1
Job Categories
Administrator, Curriculum
Administrator, Director/Coordinator/Manager