Boston Public Schools

The Boston Arts Academy, 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.

The Academy is a Pilot School and a member of the Boston Pilot Schools Network, a group of Boston Public Schools that, by union contract, have been granted increased autonomy and flexibility to be laboratories of educational innovation.

This includes the right to extend the school day and year for both faculty and

students.

This position is a theater teacher who ideally will act as the department chair for the theater department. Salary will be aligned to the BPS contract and include a stipend and/or release time for department chair responsibilities.

Responsibilities:

Teach: Theater (Voice, Movement, Acting, Scene Study)

Administration: Department Chair duties for an additional stipend and/or release time. (See preferred)

1. Teach acting, voice, and movement techniques to theater majors in grades 9-12
2. Direct at least one show a year
3. Communicate regularly with parents on progress of students
4. Collaborate with a team of theater educators to support all department events, productions and curricular initiatives
5. Interact with parents and students regularly by being visible and accessible via Google Classroom, E-mail, and student information system.
6. Lead an Advisory/Homeroom Group
7. Hold rehearsals as needed after school.
8. Attend evening meetings, one per semester, with families of students.
9. Perform general administrative tasks to teaching, including but not limited to grading students and communicating .

Preferred Department Chair Responsibilities (paid with stipend and/or release time)

Attend weekly Instructional Leaders Team meetings (ILT)

Facilitate weekly content meetings with the theater team.

Facilitate production meetings for department shows

Lead colleagues in the development of curriculum and assessment practices

Monitor budget spending for theater department

With the Dean of Education Planning and the Artistic Director, manage theater department calendar of events

Serve as a member of hiring committee for adjuncts, full-time faculty, and visiting teaching artists

Facilitate general questions about programming, curriculum, and assessment from faculty, staff, families, or other external groups

With the principal and artistic director, set the artistic and educational vision for the department

With the principal and artistic director, support the development of visiting artist and artist-in-residence programs

Organize and manage the audition process for the department and attend various admissions events.

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 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 for 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 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:

1. Education: Bachelor’s degree
2. Hold a valid Massachusetts Teaching License in Theatre at appropriate grade level.
3. Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified".
4. Expertise in any/all of the following: Acting (Meisner and Method techniques) Voice (Linklater, Fitzmaurice and Rodenburg techniques) Movement (Michael Chekhov, Laban and Alexander techniques) for Actors.
5. Experience and expertise in developing acting, movement and vocal curriculum for actors as would be taught in a conservatory setting.
6. Connection to the professional theater arts community with professional experience as an actor or director.
7. Commitment to the arts as an important element in a complete education.
8. Commitment to cultural, ethnic and linguistic diversity as an element in a complete education.
9. Ability to take on responsibilities and prioritize quickly.
10. Excellent communication skills.
11. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualifications - Preferred:

1. Three years teaching experience, preferably in an urban high school setting.
2. Master’s Degree or equivalent thereof in acting, and voice
3. Experience as a professional artist.
4. Interest or experience in more than one discipline.
5. Experience working with local cultural institutions.
6. Experience with new technology relating to arts and education.
7. Experience working in a heterogeneous classroom.
8. Strong administrative skills and the willingness to support the theater department as a department chair.

Terms: BTU, Group 2 + Stipend Opportunity

Please refer to www.bostonpublicschools.org/ohc (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.

As an autonomous school within the BPS, 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.

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.

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