Teacher – English as a Second Language, Gr. 9-12 (SY24-25)

Boston Public Schools


The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional English as a Second Language teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. Kennedy Academy 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. 

Kennedy Academy is a Horace Mann In-District Charter High School. It is a college preparatory and vocational high school for Boston students exploring careers in health and health-related professions. The Academy provides a supportive learning environment that promotes respect and embraces diversity. Students will attain the life skills needed to become productive and positive members of society. Kennedy Academy 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 an educator.

In addition, over the next five years, Kennedy Academy will double in size, add new health career pathways, college courses, work-based learning, and offer graduates access to good-paying careers at Mass General Brigham thanks to Bloomberg Philanthropies’ $38 million grant, which marks the largest philanthropic investment in BPS history.

Reports to: Principal/Head of School

Teach: English as a Second Language

  1. Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.
  2. Collaborate and communicate with the students’ content teacher(s) to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).
  3. Collaborate and communicate with the school’s instructional leadership team, instructional coaches, and administration to ensure ELL students receive language support and other forms of academic assistance.
  4. Assist with the oversight and delivery of ACCESS administration.
  5. Prepare for and assist with organizing ELL student transition meetings for students ready to transition out of ELL services.
  6. Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.
  7. Demonstrate cultural proficiency and use effective and culturally relevant instructional practices.
  8. Integrate technology into the classroom as an instructional tool and for personal productivity.
  9. Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.
  10. Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.
  11. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.

Core Competencies

Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of

Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

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, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment,

II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate, and engage all students and facilitate active participation. 
  • Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students.

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, III-B-2. Collaboration)

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Deep knowledge and understanding of and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

  • Regularly reflect on practice, seek and respond to feedback, and demonstrate self-awareness and commitment to continuous learning and development.
  • Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and plan appropriate classroom or school interventions.
  • Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Qualifications – Required

  • Qualifications – Required
  1. Education: Hold a Bachelor’s degree.
  2. Hold a valid Massachusetts Teaching License in English as a Second Language at the appropriate grade-level.
  3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
  4. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
  5. Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.

Qualifications – Preferred

  1. Experience teaching in urban schools.
  2. Certified in a Research-Based Reading Program
  3. Degree in English or related field.
  4. BPS values linguistic diversity and believes candidates who speak another language add value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates fluent in one of BPS’s official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
  5. 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 1

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. EMK has a longer school day through the “Schedule A” Expanded Learning Time (ELT) Agreement. The employee will be required to adhere to the work conditions, including calendar, schedule, and flexibility established by the School. Common planning time, program, department and committee meetings, and professional development occur on Wednesdays, generally between 2pm- 4pm.

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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