JROTC Instructor [ARMY], Gr. 7-12 (SY26-27)

Boston Public Schools seeks an exceptional JROTC Instructor ARMY 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.

Report to PrincipalHead of SchoolResponsibilities

Teach JROTC - ARMY

Core Competencies Using the Rubric of Effective Teaching

The Office of Human Resources 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 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 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 students diverse backgrounds, identities, strengths, and challenges are respected. Maintains a respectful environment where every student feels valued and supported.

ParentFamily Engagement

• III-A-1. ParentFamily 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:

• Meet all state and federal guidelines in order to be fully licensed and "Highly Qualified."
• Ability to meet the "Dimensions of Effective Teaching" established by the Boston Public Schools as outlined above.
• Retired Officer and Senior Enlisted certified through the United States Marine Corp.
• Hold a Bachelors degree.
• Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.

Qualification-Preferred

• Experience teaching in urban schools.
• 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, or Somali.

Terms

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 Schedule A Expanded Learning Time (ELT) agreement.

Boston Public Schools

In accordance with its nondiscrimination policies, Boston Public Schools does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex, gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities.

BPS does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals dignity or interferes with their ability to work or learn.

If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at

accommodations@bostonpublicschools.org