Turnaround: Teacher - Vocational Tech [Metal Fabrication & Sheet Metal] (Long-Term Substitute) (SY25-26)

Boston Public Schools•Roxbury, MA

71d

About The Position

THIS IS A LONG-TERM SUB POSITION that is expected to start on 11/03/2025 and end on 02/02/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts. Boston Public Schools seeks an exceptional Vocational Tech [Metal Fabrication & Sheet Metal] 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

Requirements

Education: High school diploma or the equivalent
Employment experience: 5 years of full-time employment experience directly related to Metal Fabrication & Joining Technologies
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 Boston Public Schools as outlined above.
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Nice To Haves

Experience teaching in urban schools and/or an industry setting
Has OSHA-10 certification or is willing to earn it
Ability to earn Massachusetts Sheltered English Immersion (SEI) Endorsement
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)).

Responsibilities

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
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
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
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
Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected
Engages with families and builds collaborative, respectful relationships with them in service of student learning
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.