SCHOOL YEAR: 2024-2025

POSITION TITLE: Instructional Coach

The Edward M. Kennedy Academy for Health Careers (EMK) seeks an exceptional Instructional Coach who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. Kennedy Academy is 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 an excellent 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, and expand college course offerings and work-based learning. These will lead our graduates toward access to good-paying careers at Mass General Brigham. These changes result from a transformative $38 million investment from Bloomberg Philanthropies, which marks the largest philanthropic investment in BPS history.

REPORTS TO:  Head of School

The Instructional Coach at EMK plays a critical role in supporting and enhancing instructional practices to improve student learning outcomes. The Instructional Coach collaborates with teachers, administrators, and other stakeholders to provide professional development, coaching, and support that aligns with our school's Accountability Plan and priorities. 

Professional Development

• Plan, facilitate, and evaluate professional development sessions for teachers on instructional strategies, best practices, and curriculum alignment.
• Identify professional development needs based on teacher performance data, student achievement data, and school improvement goals.
• Collaborate with administrators and department chairs to develop and implement professional learning communities focused on specific instructional areas or content areas.

Instructional Coaching

• Provide individualized coaching and support to teachers through classroom observations, feedback sessions, and co-planning meetings to improve their instructional practices, classroom management, and student engagement strategies.
• Model effective teaching practices and provide demonstration lessons to support teacher growth and development.
• Assist teachers in analyzing student data to inform instructional decisions and differentiate instruction to meet the needs of diverse learners.

Curriculum Support

• Collaborate with curriculum coordinators and instructional leaders to review, revise, and develop curriculum materials aligned with state standards and district initiatives.
• Support teachers in implementing district-approved curriculum resources and instructional materials effectively in the classroom.
• Assist in the development and implementation of assessments to measure student learning and inform instructional planning.

Data Analysis and Monitoring

• Collect, analyze, and interpret data related to teacher effectiveness, student achievement, and instructional practices.
• Use data to identify trends, monitor progress toward instructional goals, and make data-driven decisions to improve teaching and learning.
• Assist teachers in analyzing student assessment data to identify areas of strength and areas for improvement in instructional practices.

Collaboration and Communication

• Collaborate with school leaders, department chairs, and other instructional staff to align instructional practices with school improvement goals and priorities.
• Communicate regularly with teachers, administrators, and other stakeholders to share information, resources, and best practices related to instruction and student learning.
• Serve as a liaison between the school and external educational organizations, including district offices, professional associations, and community partners.

Expectations

• Attend Superintendent BPS August Institute (August 13-15)
• Attend week-long EMK professional development (August 26-30)
• Commit to weekly Wednesday meetings from 2:00pm-4:00pm
• Commit to weekly meetings with the EMK Admin Team.

And other duties as assigned by the Head of School

Qualifications - Required

• Hold a valid Massachusetts Teaching License in the appropriate content area.
• Experience and demonstrated expertise as a teacher of relevant content and/or subjects.
• Demonstrated success working with teachers and administrators as a professional

development provider, team leader, and/or facilitator.

• Strong organizational skills.
• 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.
• Experience working in an urban setting.
• Special education license, experience, and/or expertise.
• 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

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.

Terms: BTU, Group I, plus additional compensation equal to 5% of the individual's annual base salary.

Please refer to www.bostonpublicschools.org/ohc (Licensed Staff >> Employee Benefits and Policies) for more information on 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.