Boston Public Schools
Teacher - English as a Second Language and Moderate Disabilities, Gr. K0-K2 (Lon
Boston Public Schools, Boston, Massachusetts, us, 02298
Teacher - English as a Second Language and Moderate Disabilities, Gr. K0-K2 (Long Term Substitute) (Repost) (SY25-26)
Boston Public Schools seeks an exceptional English as a second Language (ESL) and Special education/moderate disabilities 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. Reports to: Principal/Head of School Responsibilities Teach: English as a Second Language Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners. 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. 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. Assist with the oversight and delivery of ACCESS administration. Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services. Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency. Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices. Integrate technology into the classroom as an instructional tool and for personal productivity. Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors. Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies. Moderate Disabilities Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development. Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum. Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development. Provide needed accommodations for student learning and testing when required. Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. Provide assistance to transition to adult living services as appropriate. 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 Communicating Content Knowledge Equitable & Effective Instruction Cultural Proficiency Parent/Family Engagement Professional Reflection & Collaboration Qualifications Required Education Level: Hold a Bachelor’s degree. Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level. Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level. Complete state and federal guidelines in order to be fully licensed and “Highly Qualified.” Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Able to model excellent spoken and written English for students learning English in school. Qualification Preferred Experience teaching in an urban setting. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. 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)). The Boston Public Schools, in accordance with its nondiscrimination policies, 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.
#J-18808-Ljbffr
Boston Public Schools seeks an exceptional English as a second Language (ESL) and Special education/moderate disabilities 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. Reports to: Principal/Head of School Responsibilities Teach: English as a Second Language Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners. 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. 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. Assist with the oversight and delivery of ACCESS administration. Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services. Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency. Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices. Integrate technology into the classroom as an instructional tool and for personal productivity. Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors. Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate. Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies. Moderate Disabilities Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development. Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum. Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development. Provide needed accommodations for student learning and testing when required. Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification. Provide assistance to transition to adult living services as appropriate. 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 Communicating Content Knowledge Equitable & Effective Instruction Cultural Proficiency Parent/Family Engagement Professional Reflection & Collaboration Qualifications Required Education Level: Hold a Bachelor’s degree. Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level. Hold a valid Massachusetts Teaching License in Moderate Disabilities at the appropriate grade level. Complete state and federal guidelines in order to be fully licensed and “Highly Qualified.” Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Able to model excellent spoken and written English for students learning English in school. Qualification Preferred Experience teaching in an urban setting. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. 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)). The Boston Public Schools, in accordance with its nondiscrimination policies, 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.
#J-18808-Ljbffr