Boston Public Schools
Teacher - English as a Second Language, Gr. K-8 [Long-Term Substitute] (Anticipa
Boston Public Schools, Boston, Massachusetts, us, 02298
Overview
Boston Public Schools seeks an exceptional
English as a Second Language (ESL) Teacher
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is a long-term substitute position anticipated to start soon and end on 12/03/2025. 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 (http://bostonpublicschools.org/Page/1095). Responsibilities
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners. Collaborate and communicate with the students’ content teachers to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instruction, vocabulary, reading and writing support, and clarification of assignments). 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. Core Competencies
Accountability for Student Achievement 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 Demonstrates mastery of and enthusiasm for the 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 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 Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected Engages with families and builds collaborative, respectful relationships with them in service of student learning 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
Education Level: Hold a Bachelor’s degree. Hold a valid Massachusetts Teaching License in ESL 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. Qualifications - 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. BPS is particularly interested in candidates who are fluent in one of BPS\' official languages: Spanish, Cabo Verdean Creole, Haitian Creole, 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: BTU, Group I 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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Boston Public Schools seeks an exceptional
English as a Second Language (ESL) Teacher
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is a long-term substitute position anticipated to start soon and end on 12/03/2025. 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 (http://bostonpublicschools.org/Page/1095). Responsibilities
Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners. Collaborate and communicate with the students’ content teachers to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instruction, vocabulary, reading and writing support, and clarification of assignments). 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. Core Competencies
Accountability for Student Achievement 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 Demonstrates mastery of and enthusiasm for the 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 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 Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected Engages with families and builds collaborative, respectful relationships with them in service of student learning 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
Education Level: Hold a Bachelor’s degree. Hold a valid Massachusetts Teaching License in ESL 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. Qualifications - 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. BPS is particularly interested in candidates who are fluent in one of BPS\' official languages: Spanish, Cabo Verdean Creole, Haitian Creole, 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: BTU, Group I 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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