Boston Public Schools
Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 3 (Long Term Subst
Boston Public Schools, Boston, Massachusetts, us, 02298
THIS IS A LONG-TERM SUB POSITION that is expected to start on 09/2/2025 and end on 1/2/2026 (last day of school). Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website ( bostonpublicschools.org ).
Overview Boston Public Schools seeks an exceptional
Elementary and Special Education teacher
with an SEI endorsement 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 effort matters. In BPS, teachers and leaders are committed to high expectations for achievement, equal access to high levels of instruction, and the closing of the achievement gap among subgroups.
Reports To: Principal/Head of School
Responsibilities
Teach Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI).
Implement district learning goals and objectives, align them with state frameworks, and identify 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, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
Core Competencies
Accountability for Student Achievement
Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort.
Assess students’ understanding regularly with ambitious learning goals in mind and take 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
Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires.
Understand how the subject matter applies in real‑world settings and connect it to other content areas and relevant standards.
Convey content in creative and engaging ways that align to standards.
Equitable & Effective Instruction
Scaffold and differentiate instruction so all students can do complex thinking and rigorous academic work.
Use instructional practices that likely challenge, motivate, and engage all students and facilitate equitable, active student participation.
Build a productive learning environment where every student participates and is valued as part of the class community.
Cultural Proficiency
Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Parent/Family Engagement
Engage with families and build collaborative, respectful relationships with them in service of student learning.
Professional Reflection & Collaboration
Regularly reflect on practice, seek and respond to feedback, and demonstrate self‑awareness and commitment to continuous learning and development.
Seek to participate in and contribute to a collaborative adult learning community.
Qualifications – Required
Education Level : Hold a Bachelor’s degree.
Hold a Massachusetts Teaching License in Elementary 1‑6 AND Moderate Disabilities PK‑8.
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet the Standards of Effective Teaching established by 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.
Qualifications – Preferred
Experience teaching in urban schools.
Hold an SEI Endorsement OR ESL license for the appropriate grade level.
Degree in Special Education.
Fluency in one of Boston Public Schools’ official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Prefer certification in Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
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.
EEO Statement 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.
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Overview Boston Public Schools seeks an exceptional
Elementary and Special Education teacher
with an SEI endorsement 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 effort matters. In BPS, teachers and leaders are committed to high expectations for achievement, equal access to high levels of instruction, and the closing of the achievement gap among subgroups.
Reports To: Principal/Head of School
Responsibilities
Teach Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI).
Implement district learning goals and objectives, align them with state frameworks, and identify 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, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.
Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.
Core Competencies
Accountability for Student Achievement
Set ambitious learning goals for all students, create cognitively demanding tasks, and model the belief that all students can master challenging material through effective effort.
Assess students’ understanding regularly with ambitious learning goals in mind and take 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
Demonstrate mastery of and enthusiasm for the content area and the pedagogy it requires.
Understand how the subject matter applies in real‑world settings and connect it to other content areas and relevant standards.
Convey content in creative and engaging ways that align to standards.
Equitable & Effective Instruction
Scaffold and differentiate instruction so all students can do complex thinking and rigorous academic work.
Use instructional practices that likely challenge, motivate, and engage all students and facilitate equitable, active student participation.
Build a productive learning environment where every student participates and is valued as part of the class community.
Cultural Proficiency
Actively create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Parent/Family Engagement
Engage with families and build collaborative, respectful relationships with them in service of student learning.
Professional Reflection & Collaboration
Regularly reflect on practice, seek and respond to feedback, and demonstrate self‑awareness and commitment to continuous learning and development.
Seek to participate in and contribute to a collaborative adult learning community.
Qualifications – Required
Education Level : Hold a Bachelor’s degree.
Hold a Massachusetts Teaching License in Elementary 1‑6 AND Moderate Disabilities PK‑8.
Meet all state and federal guidelines to be fully licensed and Highly Qualified.
Ability to meet the Standards of Effective Teaching established by 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.
Qualifications – Preferred
Experience teaching in urban schools.
Hold an SEI Endorsement OR ESL license for the appropriate grade level.
Degree in Special Education.
Fluency in one of Boston Public Schools’ official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
Prefer certification in Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
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.
EEO Statement 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.
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