What are the responsibilities and job description for the Academic Instructional Coach position at Boston Arts Academy?
FOR SCHOOL YEAR 2025-2026
Reports to: Head of School
Job Description: Academic Inclusion Coach
Primary Location
Boston Arts Academy
Salary Range
1.0 FTE BTU
Shift Type
Pilot
Application Process:
Apply: Through the Boston Public Schools TalentED portal
About Boston Arts Academy:
Boston Arts Academy (BAA) is Boston’s 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.
Position Overview:
Boston Arts Academy seeks an Academic Inclusion Coach to support academic educators in designing curriculum, assessments, and instruction for a full inclusion classroom. The Academic Inclusion Coach will work with academic teachers to ensure they are equipped with the strategies, accommodations, and modifications necessary to meet the needs of a wide range of learners with diverse abilities.
This role requires collaboration with the Head of School, Arts Instructional Coach, the Dean of Student Achievement, and Common Planning Time Leads to design professional development that supports BAA’s full inclusion model. Additionally, the Academic Instructional Coach will support facilitation of common planning time grade-level meetings and provide direct coaching support to academic teachers to enhance instructional practices. The coach will also hold an evaluation caseload.
Key Responsibilities:
Curriculum, Instruction, and Assessment Support:
Coach academic teachers in designing engaging, rigorous, and standards-aligned curricula that reflect best practices in universal design for learning (UDL), differentiated instruction, and culturally responsive pedagogy.
Support teachers in developing assessments that accurately measure student learning and accommodate diverse needs, including students with disabilities and English Language Learners (ELLs).
Guide teachers in making effective modifications and accommodations to ensure accessibility for all students.
Collaboration and Professional Development:
Collaborate with the Arts Instructional Coach, Dean of Student Achievement, and Common Planning Time Leads to develop and deliver targeted professional development (PD) sessions.
Support facilitation of common planning time (CPT) meetings to promote alignment of instructional practices, data-driven decision-making, and cross-disciplinary collaboration.
Lead professional learning opportunities focused on effective instructional strategies for full inclusion classrooms.
Support academic teachers in advancing their certification and finding and tracking opportunities for professional growth.
Coaching and Teacher Support:
Provide individualized coaching to teachers through observation, feedback cycles, and co-planning.
Model best practices for instruction and co-teaching in a full inclusion setting.
Support teachers in data analysis to drive instructional decisions that improve student outcomes.
Assist in the implementation of instructional strategies to support a wide range of learning needs.
Evaluation and Leadership Responsibilities:
May serve as an evaluator for a caseload of academic teachers, providing feedback and guidance to enhance instructional effectiveness.
Contribute to the development and alignment of school-wide academic goals and instructional priorities.
Work with the Dean of Student Achievement to analyze student achievement data and use it to refine instructional support.
Collaborate with Head of School to design and facilitate instructional leadership team agenda
Assist in the hiring and onboarding process for new academic faculty.
Required Qualifications:
Master’s degree in education, curriculum design, instructional leadership, or a related field.
Massachusetts teaching certification in an academic subject.
Special education certification and expertise in working with students with disabilities.
5 years of teaching experience in an urban or diverse educational setting.
Demonstrated expertise in curriculum design, differentiated instruction, and inclusive teaching practices.
Experience designing and implementing accommodations and modifications for students with disabilities and English Language Learners in a full inclusion classroom
Knowledge of and commitment to culturally responsive teaching and constructivist pedagogy.
Experience coaching teachers in a full inclusion setting.
Experience with professional development facilitation.
Experience in curriculum mapping and vertical alignment across grade levels.
Strong skills in collaborative leadership, facilitation, and adult learning principles.
Experience using data to drive instruction and improve student outcomes.
Knowledge of state and national education standards and assessments (e.g., MCAS, MAP testing).
Preferred Qualifications:
Proficiency in multiple languages, with Spanish preferred.
Experience in urban education and arts-based instructional models.