Teacher - Vocational Tech [Fashion Technology], Gr. 9-...

Job Details Job ID: 5542151 Job Description Boston Arts Academy (BAA) is Bostonu2019s only public high school for the visual and performing arts, preparing a diverse community of aspiring artist-scholar-citizens for success in college, professional careers, and civic life. As a laboratory and beacon for artistic and academic innovation, BAA is committed to inclusion, equity, and excellence in both academic and artistic instruction. 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) ( , 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 Public Schools (BPS) seeks an exceptional Vocational Tech [Fashion Technology] 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. Job Overview: Boston Arts Academy seeks a Vocational Education Fashion Technology Teacher specializing in fashion design and construction to teach 9-12 grade students in a full inclusion studio classroom. Teacher would be responsible for instructing students in fashion design and illustration along with fashion collection development. Teacher would develop a four year curriculum that would develop studentu2019s technical skills in textiles, pattern drafting, draping, hand sewing and finishing, industrial machine sewing, embroidery as well as project management, studio management, and presentation. This role requires collaboration with the other members of the Visual Arts & Design department as well as the theater departmentu2019s costume program. Reports to: Principal/Head of School Responsibilities + Teach full-inclusion Fashion Technology classes that incorporate all aspects of the Chapter 74 frameworks. + Maintain effective studio classroom management. + Facilitate partnerships with businesses and colleges. + Design and implement student exhibitions, including a yearly fashion show. + Develop, manage, and mentor students through internships and job-shadowing programs both in and out of the school building. + Write and implement ELL and Individualized Education Plan (IEP) goals and objectives, and provide timely and regular progress reports on student development. + Work in partnership with school staff to ensure that necessary modifications and accommodations are implemented. + Communicate with the Health and Wellness team and studentsu2019 advisors, when needed, to support student success. + Collect and analyze student data to ensure progress and growth. + Provide necessary accommodations for student learning and testing when required. + Communicate regularly with parents and caregivers about student progress. + Lead an advisory group of 10u201312 students, providing advice, support, and advocacy for assigned students. + Arrange and attend evening meetings with families of students in the advisory group (and other students, as appropriate) at least twice a year, and remain generally accessible to families. + Perform general administrative tasks related to teaching and advising. + Work an extended day of seven hours, with an additional 146 hours per year. + Participate in staff development and in-service programs. + Take part in curriculum workshops beginning one and a half weeks before school starts. + Participate in one annual retreat, which may fall on a weekend and include an overnight stay. + Work for 2.5 days after the end of the school year in June to review and evaluate the year and complete related activities. 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 studentsu2019 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 studentsu2019 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 + Education: Bachelor's Degree + Employment experience: Professional experience in the Fashion field that corresponds to all aspects of the Chapter 74 frameworks. + Occupational License/ Industry Certification:Vocational Tech Teaching License and/or Chapter 74 Certification or ability to be Chapter 74 Certified + 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 + Masteru2019s Degree + 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

Created: 2026-03-03